Thurgood Marshall: a Tribute from a Former Colleague
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PLESSY V. FERGUSON (1896) ORIGINS of the CASE in 1892, Homer Plessy Took a Seat in the “Whites Only” Car of a Train and Refused to Move
PLESSY v. FERGUSON (1896) ORIGINS OF THE CASE In 1892, Homer Plessy took a seat in the “Whites Only” car of a train and refused to move. He was arrested, tried, and convicted in the District Court of New Orleans for breaking Louisiana’s segregation law. Plessy appealed, claiming that he had been denied equal protection under the law. The Supreme Court handed down its decision on May 18, 1896. THE RULING The Court ruled that separate-but-equal facilities for blacks and whites did not violate the Constitution. LEGAL REASONING CALIFORNIA STANDARDS Plessy claimed that segregation violated his right to 11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. equal protection under the law. Moreover he claimed Sandford, Plessy v. Ferguson, Brown v. Board of Education, that, being “of mixed descent,” he was entitled to “every Regents of the University of California v. Bakke, and California Proposition 209. recognition, right, privilege and immunity secured to HI 3 Students interpret past events and issues within the context the citizens of the United States of the white race.” in which an event unfolded rather than solely in terms of pres- Justice Henry B. Brown, writing for the majority, ruled: ent-day norms and values. “ The object of the [Fourteenth] amendment was LEGAL SOURCES . undoubtedly to enforce the absolute equality of the two races before the law, but . it could not have LEGISLATION been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political U.S. -
Jew Taboo: Jewish Difference and the Affirmative Action Debate
The Jew Taboo: Jewish Difference and the Affirmative Action Debate DEBORAH C. MALAMUD* One of the most important questions for a serious debate on affirmative action is why certain minority groups need affirmative action while others have succeeded without it. The question is rarely asked, however, because the comparisonthat most frequently comes to mind-i.e., blacks and Jews-is seen by many as taboo. Daniel A. Farberand Suzanna Sherry have breached that taboo in recent writings. ProfessorMalamud's Article draws on work in the Jewish Studies field to respond to Farberand Sherry. It begins by critiquing their claim that Jewish values account for Jewish success. It then explores and embraces alternative explanations-some of which Farberand Sheny reject as anti-Semitic-as essentialparts of the story ofJewish success in America. 1 Jews arepeople who are not what anti-Semitessay they are. Jean-Paul Sartre ha[s] written that for Jews authenticity means not to deny what in fact they are. Yes, but it also means not to claim more than one has a right to.2 Defenders of affirmative action today are publicly faced with questions once thought improper in polite company. For Jewish liberals, the most disturbing question on the list is that posed by the comparison between the twentieth-century Jewish and African-American experiences in the United States. It goes something like this: The Jews succeeded in America without affirmative action. In fact, the Jews have done better on any reasonable measure of economic and educational achievement than members of the dominant majority, and began to succeed even while they were still being discriminated against by this country's elite institutions. -
How Did the Civil Rights Movement Impact the Lives of African Americans?
Grade 4: Unit 6 How did the Civil Rights Movement impact the lives of African Americans? This instructional task engages students in content related to the following grade-level expectations: • 4.1.41 Produce clear and coherent writing to: o compare and contrast past and present viewpoints on a given historical topic o conduct simple research summarize actions/events and explain significance Content o o differentiate between the 5 regions of the United States • 4.1.7 Summarize primary resources and explain their historical importance • 4.7.1 Identify and summarize significant changes that have been made to the United States Constitution through the amendment process • 4.8.4 Explain how good citizenship can solve a current issue This instructional task asks students to explain the impact of the Civil Rights Movement on African Claims Americans. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How can good citizenship solve a current issue? (4.8.4) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How did the 14th What role did Plessy v. What impacts did civic How did Civil Rights Amendment guarantee Ferguson and Brown v. leaders and citizens have legislation affect the Supporting Questions equal rights to U.S. Board of Education on desegregation? lives of African citizens? impact segregation Americans? practices? Students will analyze Students will compare Students will explore how Students will the 14th Amendment to and contrast the citizens’ and civic leaders’ determine the impact determine how the impacts that Plessy v. -
LDF Mourns the Loss of Congressman John Lewis, Legendary and Beloved Civil Rights Icon Today, LDF Mourns the Loss of the Honora
LDF Mourns the Loss of Congressman John Lewis, Legendary and Beloved Civil Rights Icon Today, LDF mourns the loss of The Honorable John Lewis, an esteemed member of Congress and revered civil rights icon with whom our organization has a deeply personal history. Mr. Lewis passed away on July 17, 2020, following a battle with pancreatic cancer. He was 80 years old. “I don’t know of another leader in this country with the moral standing of Rep. John Lewis. His life and work helped shape the best of our national identity,” said Sherrilyn Ifill, LDF’s President & Director-Counsel. “We revered him not only for his work and sacrifices during the Civil Rights Movement, but because of his unending, stubborn, brilliant determination to press for justice and equality in this country. “There was no cynicism in John Lewis; no hint of despair even in the darkest moments. Instead, he showed up relentlessly with commitment and determination - but also love, and joy and unwavering dedication to the principles of non-violence. He spoke up and sat-in and stood on the front lines – and risked it all. This country – every single person in this country – owes a debt of gratitude to John Lewis that we can only begin to repay by following his demand that we do more as citizens. That we ‘get in the way.’ That we ‘speak out when we see injustice’ and that we keep our ‘eyes on the prize.’” The son of sharecroppers, Mr. Lewis was born on Feb. 21, 1940, outside of Troy, Alabama. He grew up attending segregated public schools in the state’s Pike County and, as a boy, was inspired by the work of civil rights activists, including Dr. -
Remembering Racial Integration in Teaneck, New Jersey, 1949 – 1968
Reputation and Reality in America’s Model Town: Remembering Racial Integration in Teaneck, New Jersey, 1949 – 1968 Rachel Mark Senior Thesis Department of History, Columbia University April 4, 2011 Acknowledgements In ‟65 tension was running high at my high school/ There was a lot of fights between the black and white/There was nothing you could do…/ Troubled times had come to my hometown/ My hometown/ My hometown/ My hometown - Bruce Springsteen, “My Hometown” This thesis investigates how integration is remembered in Teaneck, NJ, the first town in the nation to vote for integrated schools. While I observe in this thesis that the reality of integration ultimately fell short of the goals set by the activists themselves, I do not wish to take away from these individuals and their honorable actions. In a time when the country faced fierce segregation and racism, a majority in Teaneck stepped up and voted for what they believed in their hearts was right: equal education. As a third generation Teaneck resident, I feel a close connection to this story. My grandparents still vividly remember casting their votes for integration, and my mother went to the central sixth grade school created as part of the original integration plan. And at the outset, I would like to thank my parents – Joseph and Meryl Mark – and grandparents – Abraham and Sheila Schlussel, and Norman and Frances Mark – for not just providing me with a topic for my thesis but also for instilling a love of education and learning that inspired me to undertake the project in the first place. -
Rep. Bass Elected to Chair House Subcommittee on Africa, Global
Rep. Bass Elected To Chair House Subcommittee On Africa, Global Jan Perry Declares Candidacy Health, Global Human Rights and for Los Angeles County Supervi- International Organizations sor (See page A-2) (See page A-14) VOL. LXXVV, NO. 49 • $1.00 + CA. Sales Tax THURSDAY, DECEMBER 12 - 18, 2013 VOL. LXXXV NO. 05, $1.00 +CA. Sales “ForTax Over “For Eighty Over Eighty Years TheYears Voice The Voiceof Our of Community Our Community Speaking Speaking for forItself Itself” THURSDAY, JANUARY 31, 2019 BY NIELE ANDERSON Staff Writer James Ingram’s musi- cal career will forever be carved in the Grammy ar- chives and Billboard 100 charts. His rich and soulful vocals ruled the R&B and Pop charts in the 80’s and 90’s. Ingram was discov- ered by Quincy Jones on a demo for the hit, Just Once, written by Barry Mann and FILE PHOTO Cynthia Weil, which he sang for $50. STAFF REPORT investigation regarding He went on to record the Los Angeles Police hits, “Just Once,” “One Long before the 2015 Department’s Metropoli- Hundred Ways,” “How Sandra Bland traffic stop tan Division and the in- Do You Keep the Music in Houston, Texas, Afri- creasing number of stops Playing?” and “Yah Mo can Americans have been officers have made on Af- B There,” a duet with Mi- battling with the reoccur- rican American motorists. chael McDonald. One of ring fear of driving while According to the re- his milestone writing cred- Black. Some people be- port, “Nearly half the driv- its was with Quincy Jones lieve that the fear of driv- ers stopped by Metro are on Michael Jackson’s 1983 ing while Black, is associ- Black, which has helped Top 10 hit “P.Y.T.” (Pretty ated with a combination drive up the share of Afri- Young Thing). -
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. -
The Path of Most Resistance the Legal History of Brown V
THE PATH OF MOST RESISTANCE THE LEGAL HISTORY OF BROWN V. BOARD OF EDUCATION AND ITS RIGID JOURNEY FROM TOPEKA, KANSAS TO CLEVELAND, OHIO by CHEYENNE CHAMBERS Submitted in partial fulfillment of the requirements For the degree of Master of Arts Thesis Advisor: Dr. Renee Sentilles Department of History CASE WESTERN RESERVE UNIVERSITY August 2011 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the thesis/dissertation of Cheyenne Chambers ______________________________________________________ Master of Arts candidate for the ________________________________degree *. Renee Sentilles (signed)_______________________________________________ (chair of the committee) ________________________________________________ Stephen Hall ________________________________________________ Kenneth Ledford ________________________________________________ John Grabowski ________________________________________________ ________________________________________________ April 25, 2011 (date) _______________________ *We also certify that written approval has been obtained for any proprietary material contained therein. Table of Contents Abstract 2 Introduction 3 Chapter I: The Road to Brown 14 Chapter II: The NAACP and its Decision to Challenge Public Education 25 Chapter III: The Margold Report – Equalization versus Direct Attack 28 Chapter IV: Direct Attack Applied to Elementary Schools 36 Chapter V: The Court Did Not Demand Integration 62 Chapter VI: Topeka, Welcome to Cleveland 67 Conclusion 96 Bibliography 100 1 The Path of Most Resistance The Legal History of Brown v. Board of Education and its Rigid Journey from Topeka, Kansas to Cleveland, Ohio Abstract by CHEYENNE CHAMBERS This master‟s thesis reevaluates the legal history of Brown v. Board of Education (1954) and its rigid journey from Topeka, Kansas to Cleveland, Ohio. At the beginning of this path lies the Jim Crow South, a land where de jure discrimination once thrived. The final destination is the progressive North, a region strongly shaped by de facto discrimination. -
Op-Ed: Interracial Friendships Can Be Gratifying, but They're Also Complicated
Op-Ed: Interracial friendships can be gratifying, but they’re also complicated By Judy Belk, June 27, 2020 “Hey, what do you think I bring to our relationship?” I poked my Black husband, who was half-asleep next to me. “Huh, I don’t know. I’m trying to sleep,” he responded groggily as he turned his back to me. I poked again. “Come on. I’m trying to see if we’re compatible.” I couldn’t sleep and had come across one of those silly surveys women’s magazines love to run about marriage and compatibility. I snuggled up against his warm body and whispered, “So tell me, what do you think I bring to our relationship?” “White people,” he mumbled. “Now can I go back to sleep?” I pulled back quickly and gave him a hard push. “What do you mean, ‘white people’?” What kind of answer is that?” Now we were both wide awake. “Exactly what do you mean I’ve brought a lot of white people into our relationship?” Now I was getting worried. “You think too many? So, you don’t like the white people I’ve introduced to you?” “No, no, I didn’t say I didn’t like them. I like them a lot. It’s just a lot of them. And I wouldn’t know that many if I didn’t know you. So that’s good. Now can I go back to sleep?” Page 1 of 3 I do know a lot of white people and lately I’ve been thinking about the white folks I know and white people in general as I watch America search for its soul amid a rash of police murders, multiracial protests, and what feels like a national tutorial on racial injustice. -
Bayard Rustin's
LGBTQ+ History Lesson Inquiry Question: How did Bayard Rustin’s identity shape his beliefs and actions? Standard: 11.10 Inquiry Question: How did Bayard Rustin’s identity shape his beliefs and actions? Sasha Guzman Social Justice Humanitas Academy Content Standards 11.10 - Students analyze the development of federal civil rights and voting rights. 4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech. CCSS Standards: History/Social Science, Grade 11-12 • CCSS RH 11.1 Cite specific textual evidence to support analysis of primary and secondary sources connecting insights to such features as the date and origin of the gained from specific details to the text as a whole. • CCSS RH 11. 3 Evaluate various explanations for actions or events Key I a process related to history/social studies a text; determine whether earlier events caused and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Speaking & Listening, Grade 11-12 • CCSS SL 12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. • W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Overview of Lesson In this lesson, students will examine primary sources to understand how Bayard Rustin’s identity shaped and influenced his actions as a Civil Rights leaders. -
Unit 5 Civil Rights: Demanding Equality Guide
Unit 5 Civil Rights: Demanding Equality Learning Objectives After completing this session, you will be able to: • Define the term civil rights. • Understand the differing meanings of the word equality. • Describe the importance of the Fourteenth Amendment in providing equal protection. • Explain the slow evolution of civil rights for African Americans. • Describe the expansion of our understanding of civil rights as a protection against gender discrimination. • Learn about newer demands for guarantees of equality on behalf of those with disabilities. Topic Overview Central to the American ideal is equality. But equality is an illusive goal that requires vigilance. In this unit we look at the struggle for equality for African Americans, recognizing that despite major advances (the end of the most restrictive Jim Crow laws), the struggle continues. At the same time, the unit illustrates that gender equality has become, in recent years, a major source of friction in several aspects of American life. Similarly, the unit points out the rising demand by the disabled for equal treatment and the difficulties that society has had in meeting these demands. The Declaration of Independence, written in 1776, boldly proclaims: “All men are created equal; that they are endowed by their Creator with certain inalienable rights; that among these, are life, liberty, and the pursuit of hap- piness.”Yet for much of American history, the guarantee of equality applied exclusively to white men. That is no longer the case. But the struggle for political and social equality is often long and difficult. The problem is that although Americans support equality in the abstract, the guarantee of equality requires government action— action that often limits the liberty of some people. -
Handout Two: Leadership Influences
HANDOUT TWO: LEADERSHIP INFLUENCES JUSTICE THURGOOD MARSHALL Justice Thurgood Marshall was one of the most influential and important legal minds and lawyers in 20th century America, and for Bryan Stevenson, he was a legal inspiration. Born in Baltimore, Maryland on July 2, 1908, Justice Marshall was the grandson of an enslaved person who became the first African American to be appointed to the United States Supreme Court. After completing high school in 1925, he graduated from Lincoln University in Chester County, Pennsylvania. In 1930, he applied to the University of Maryland Law School, but was denied admission because he was African American. He sought admission and was accepted to Howard University Law School (HULS). In 1933 Justice Marshall graduated as valedictorian of HULS and starting in 1938, he worked as an attorney for the National Association for the Advancement of Colored People (NAACP.) In 1940, he became their chief counsel and founder of the NAACP I think it [Brown v. Board] Legal Defense and Educational Fund from 1934 - 1961. Justice Marshall argued thirty-two cases in front of the U.S. Supreme mobilized African-Americans Court, more than any other American in history, creating a in ways that made the number of precedents leading to Brown v. Board of Education Montgomery bus boycott (1954) that overruled Plessy v. Ferguson (1896) and stated and all the civil rights that “separate by equal” was unconstitutional in public schools activism that you saw nationwide.2 throughout the 50s and 60s possible. There had to In 1961, President John F. Kennedy appointed Justice Marshall to be some ally in an effort the U.S.