Throughout the Years of His Leadership in the Civil Rights Movement, Reverend Dr

Total Page:16

File Type:pdf, Size:1020Kb

Throughout the Years of His Leadership in the Civil Rights Movement, Reverend Dr Throughout the years of his leadership in the Civil Rights Movement, Reverend Dr. Martin Luther King, Jr. made several trips to Durham and gave six public speeches. King’s powerful advocacy of nonviolent collective action inspired many of Durham’s equal rights activists to occupy segregated spaces, and to promote black political action and the improvement of conditions for the impoverished. 1953 Rencher N. Harris, businessman and civil rights activist, was elected as the first African American to serve on Durham’s City Council. 1955 The Montgomery, Alabama bus boycott sparked by the arrests of Claudette Colvin, Mary Louise Smith, and Rosa Parks showed the power of collective organizing by local African Americans. King was elected as president of the Montgomery Improvement Association, and the movement’s successful integration of the bus system in 1956 led to his national recognition. Click here to listen an interview with Representative Mickey Michaux on his relationship with Dr. King (Links to the Museum of Durham History YouYube channel). 1957 On June 23, the Reverend Douglas Moore, a classmate of King at Boston University School of Theology, led six young African Americans in a sit-in at the segregated Royal Ice Cream Parlor. That year, the Durham Bulls baseball team saw their first black players and demonstrators attempted to integrate seating at the Durham Athletic Park for opening night. At Duke University, the first black students were admitted to a summer teaching program. 1957 Recognizing the importance of collective power during the Montgomery bus boycott, King and sixty civil rights leaders met in Atlanta, Georgia to form the Southern Christian Leadership Conference (SCLC). The organization was dedicated to ending legalized segregation and the disenfranchisement of African Americans through peaceful action. King was elected as the SCLC’s first president. 1960 A series of nonviolent protests, called sit-ins, kicked off on February 1st at the Woolworth’s department store lunch counter in Greensboro. The protest was organized and led by four students from North Carolina A&T, who were inspired by King’s success with nonviolent protest. The sit-in revitalized the civil rights movement as it emboldened black college students to stage sit-ins in dozens of southern towns and cities. 1962 On August 12th, a crowd estimated at 500 gathered at the segregated Howard Johnson Restaurant for a demonstration; the protests continued for nearly a year with activists meeting at the restaurant every Sunday. 1963 After a month of massive demonstrations in favor of integrating public facilities, newly elected Mayor Wensell “Wense” Grabarek formed the Durham Interim Committee on Race Relations. By the end of the year, civil rights protests and boycotts had forced most Durham restaurants, hotels, swimming pools, movie theaters, and libraries to integrate. 1963 On August 28, 1963, King delivered his “I Have a Dream” speech during the March on Washington for Jobs and Freedom. The demonstration, attended by an estimated 250,000 people, including several buses filled with Durham activists, was organized to support federal Civil Rights legislation being debated in Congress. Durham’s Floyd McKissick, Chairman of the Congress of Racial Equity (CORE), was a key organizer of the march. 1964 Originally proposed by President John F. Kennedy in 1963, the Civil Rights Act was signed into law by President Lyndon B. Johnson on July 2, 1964. The act outlawed segregation in public facilities, added enforcement mechanisms to speed up school desegregation, and banned both racial and gender discrimination in employment. King stood behind President Johnson as he signed the bill into law. Click here to listen an interview with Representative Mickey Michaux about getting involved in politics with encouragement from Dr. King (Links to the Museum of Durham History YouYube channel). 1965 President Johnson signed the Voting Rights Act into law to prohibit the racial discrimination that African Americans across the south faced at the polls. The signing of the act came on the heels of the Selma-Montgomery voting rights marches led by King and other Civil Rights leaders. Johnson hastened the signing after police brutally attacked peaceful African American demonstrators in Alabama. King and Rosa Parks attended the signing. 1965 Durham County Schools began to desegregate after the passage of the Civil Rights Act; full integration of the city and county school system was not realized until 1970. 1967 Asa Spaulding, president of the North Carolina Mutual Life Insurance Company, was elected as the first African American Durham County Commissioner. 1968 King was scheduled to visit Durham in early April of 1968 as part of a campaign to promote African American candidates in an upcoming election. However, he cancelled the trip and headed to Memphis, Tennessee where sanitation workers had been striking for better pay and safe working conditions. On April 4, King was shot at the Lorraine Motel in Memphis by James Earl Ray; he later died at St. Joseph Hospital. Click here for an interview with Bob Ashley about the Duke Click here for an interview with Bob Ashley about University response to Dr. King’s assassination (Links to the Duke University Silent Vigil (Links to the Muse- the Museum of Durham History YouYube channel). um of Durham History YouYube channel). Click here for an interview with retired Mayor Bill Bell about the Downtown Durham demonstrations following Dr. King’s assassinaiton (Links to the Museum of Durham History YouYube channel). THANK YOU TO OUR GENEROUS SPONSORS VICTORY LEVEL ($500+) SNYDERMAN FUND ACTION LEVEL ($100-$499) SUSAN ROSS • GRETCHEN COOLEY • FREDDRICK’S HOUSEKEEPING SERVICE, LLC DREAM LEVEL ($25-$99) NAOMI FEASTE • TONY REEVY AND CAROLINE WEAVER IN KIND SUPPORT JACK TAR AND THE COLONEL’S DAUGHTER RESTAURANT AND LOUNGE .
Recommended publications
  • Children of Stuggle Learning Guide
    Library of Congress LIVE & The Smithsonian Associates Discovery Theater present: Children of Struggle LEARNING GUIDE: ON EXHIBIT AT THE T Program Goals LIBRARY OF CONGRESS: T Read More About It! Brown v. Board of Education, opening May T Teachers Resources 13, 2004, on view through November T Ernest Green, Ruby Bridges, 2004. Contact Susan Mordan, (202) Claudette Colvin 707-9203, for Teacher Institutes and T Upcoming Programs school tours. Program Goals About The Co-Sponsors: Students will learn about the Civil Rights The Library of Congress is the largest Movement through the experiences of three library in the world, with more than 120 young people, Ruby Bridges, Claudette million items on approximately 530 miles of Colvin, and Ernest Green. They will be bookshelves. The collections include more encouraged to find ways in their own lives to than 18 million books, 2.5 million recordings, stand up to inequality. 12 million photographs, 4.5 million maps, and 54 million manuscripts. Founded in 1800, and Education Standards: the oldest federal cultural institution in the LANGUAGE ARTS (National Council of nation, it is the research arm of the United Teachers of English) States Congress and is recognized as the Standard 8 - Students use a variety of national library of the United States. technological and information resources to gather and synthesize information and to Library of Congress LIVE! offers a variety create and communicate knowledge. of program throughout the school year at no charge to educational audiences. Combining THEATER (Consortium of National Arts the vast historical treasures from the Library's Education Associations) collections with music, dance and dialogue.
    [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 one individual views toward women 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]
  • The History That Inspired I Dream
    GUIDE: THE HISTORY THAT INSPIRED I DREAM Title Sponsor of I Dream The Story of a Preacher from Atlanta A fusion of classical and popular musical traditions and Rhythm & Blues Table of Contents Douglas Tappin: Composer 3 Birmingham Beginnings 8 Introducing I Dream 4 Selma 9 Remembering Childhood 5 End of Dreams 10 Remembering College 6 Timeline 11 Montgomery Years 7 I Dream’s focus is the last 36 hours of Dr. Martin Luther King, Jr.’s life and a series of dreams, premonitions, and reminiscences all leading up to the April 4, 1968 assassination at the Lorraine Motel in Memphis, Tennessee. Statement of Intent It is important for us to reflect on our history. We can’t talk about where we want to go as a society without understanding where we’ve been. The intent of I Dream and the community dialogues surrounding the performances is to explore our society’s recent history and struggle for equality for all citizens by examining the life and legacy of Dr. Martin Luther King, Jr. and his family, all of whom continue to provide inspiration, courage and hope for the future. I Dream is a work about yesterday for today. Douglas Tappin is a writer and composer who was born and educated in the United Kingdom. A former Commercial Attorney and member of the Honorable Society of Lincoln’s Inn, he practiced as a Barrister in England for eleven years. Tappin earned an additional postgraduate degree from Atlanta’s McAfee School of Theology, culminating in the dissertation That There Might Be Inspiration – a critical examination and articulation of transformative music-drama, including through the historical and contemporary works of Handel, Wagner, Puccini, Sondheim, Lloyd Webber and Rice, Boublil and Schönberg.
    [Show full text]
  • Power Dynamics of a Segregated City: Class, Gender, and Claudette Colvin’S Struggle for Equality
    Sarah Lawrence College DigitalCommons@SarahLawrence Women's History Theses Women’s History Graduate Program 9-2015 Power Dynamics of a Segregated City: Class, Gender, and Claudette Colvin’s Struggle for Equality Samantha Gordon Sarah Lawrence College Follow this and additional works at: https://digitalcommons.slc.edu/womenshistory_etd Part of the Women's History Commons Recommended Citation Gordon, Samantha, "Power Dynamics of a Segregated City: Class, Gender, and Claudette Colvin’s Struggle for Equality" (2015). Women's History Theses. 10. https://digitalcommons.slc.edu/womenshistory_etd/10 This Thesis - Open Access is brought to you for free and open access by the Women’s History Graduate Program at DigitalCommons@SarahLawrence. It has been accepted for inclusion in Women's History Theses by an authorized administrator of DigitalCommons@SarahLawrence. For more information, please contact [email protected]. Power Dynamics of a Segregated City: Class, Gender, and Claudette Colvin’s Struggle for Equality Samantha Gordon Submitted in partial completion of the Master of Arts Degree at Sarah Lawrence College September 2015 1 Table of Contents Prologue 3 Introduction 6 Chapter 1 – Montgomery 13 Chapter 2 – Claudette Colvin Daughter of the Working Class 17 Chapter 3 – Class, Gender, and Politics of the Bus Boycott 31 Conclusion 37 Bibliography 39 2 Prologue In the summer of 2014 I stumbled upon a comedic television program called Drunk History. On this television show, inebriated narrators recall historical events while actors interpret the scene. The program makes it very clear in the beginning that the narrators are drunk and this is for entertainment purposes only. The accuracy of the events is up for debate and the audience is compelled to do further research if interested.
    [Show full text]
  • Sitting Down to Stand up for Democracy
    Sitting Down To Stand Up For Democracy Overview Students will evaluate the actions of various citizens during the Civil Rights Movement and how their actions brought about changes for society (then and now) through the examination of poetry, biographies, speeches, photographs, historical events, and civil rights philosophies. Grade 8 North Carolina Essential Standards for 8th Grade • 8.H.1: Apply historical thinking to understand the creation and development of North Carolina and the United States. • 8.H.2.1: Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States • 8.H.2.2: Summarize how leadership and citizen actions influenced the outcome of key conflicts in North Carolina and the United States. • 8.H.3.3: Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States. • 8.C&G.1.4: Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States • 8.C&G.2.1: Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United States • 8.C&G.2.2: Analyze issues pursued through active citizen campaigns for change • 8.C&G.2.3: Explain the impact of human and civil rights issues throughout North Carolina and United States history • 8.C.1.3: Summarize the contributions of particular groups to the development of North Carolina and the United States Essential Questions • In what ways were African Americans deprived of equality during the Jim Crow Era? • In what ways did citizens and engaged community members work to bring about change during the Civil Rights Movement? • Evaluate the effectiveness and/or ineffectiveness of legislation in regards to eQual rights.
    [Show full text]
  • 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.
    [Show full text]
  • Trade Books' Historical Representation of Eleanor
    Eastern Illinois University The Keep Early Childhood, Elementary & Middle Level Faculty Research and Creative Activity Education April 2014 Trade books’ Historical Representation of Eleanor Roosevelt, Rosa Parks, and Helen Keller John H. Bickford III Eastern Illinois University, [email protected] Cynthia W. Rich Eastern Illinois University, [email protected] Follow this and additional works at: http://thekeep.eiu.edu/eemedu_fac Part of the Education Commons Recommended Citation Bickford, John H. III and Rich, Cynthia W., "Trade books’ Historical Representation of Eleanor Roosevelt, Rosa Parks, and Helen Keller" (2014). Faculty Research and Creative Activity. 29. http://thekeep.eiu.edu/eemedu_fac/29 This Article is brought to you for free and open access by the Early Childhood, Elementary & Middle Level Education at The Keep. It has been accepted for inclusion in Faculty Research and Creative Activity by an authorized administrator of The Keep. For more information, please contact [email protected]. Social Studies Research and Practice www.socstrp.org Trade books’ Historical Representation of Eleanor Roosevelt, Rosa Parks, and Helen Keller John H. Bickford III Cynthia W. Rich Eastern Illinois University Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller.
    [Show full text]
  • OSHJR © 2018 1 No Darkies Sit in This Section of The
    No Darkies Sit In This Section of The Bus: Yesterday and Today Orlando S. Herrera, Jr., MSA, CPS Abstract Yesterday as a darkie you would be told to sit in the back of the bus. Today without asking people of color do it subconsciously. Just take a moment to think about it. If you were told back in the days before the civil rights to sit to the back of the bus though, you would not like it; you would. Today, without question it is done without asking or being told. Then of course if you are being asked or ordered to give up the seat towards the front of the bus, you might question it and even be annoyed. There were four women that for whatever reason in their minds felt that they wanted to sit where they wanted to and would not have it any other way. Two of those women Charlotte L. Brown (1839 - ?) and Elizabeth Jennings Graham (March 1827 – June 5, 1901) both fought for their rights to either ride a New York City Street Car or file a lawsuit against a streetcar company in San Francisco for forcibly removing her. Both women won their cases. They got the rest the country thinking about segregation, but the South was still behind the times and were not willing to give up what they felt at the time was their right. Not until two women, one we have heard of and the other we never knew existed paved the way for what was to become a movement, defiance, a right of passage, a moment in time that we tend to remember, but do not know much.
    [Show full text]
  • The Montgomery Bus Boycott—Organizing Strategies and Challenges
    THE MONTGOMERY BUS BOYCOTT—ORGANIZING STRATEGIES AND CHALLENGES By Alana D. Murray From Putting the Movement Back into Civil Rights Teaching, pgs. 96-101. For more information on the book visit www.civilrightsteaching.org www.civilrightsteaching.org L E S S O N THE MONTGOMERY BUS BOYCOTT—ORGANIZING STRATEGIES AND CHALLENGES By Alana D. Murray Introduction The Montgomery Bus Boycott is a model for social movement organization and strategy be- cause it had all the ingredients for success, including: ! drawing from preexisting social organizations and establishing a support base through the development of networks; ! having a catalytic leadership, who had the power to stimulate and encourage followers, and the ability to determine when and how to respond to events and circumstances; ! tapping outside resources in the immediate locale and developing and cultivating interest among those who may be or appear to be uninterested; ! employing a strategy rooted in confronting oppression, providing hope, challenging existing structures, and achieving relief from injustice; and ! defining a clear, ultimate goal of eliminating segregation. (This list is drawn from a course presentation by Julian Bond.) Most textbooks and children’s books about the boycott emphasize the second ingredient— the catalytic leadership of Martin Luther King Jr. and Rosa Parks—leaving out not only the other critical elements, but, most importantly, the role of the thousands of Montgomery residents who boycotted public transportation for over a year. In this activity, students will act as organizers and learn about many of the challenges faced by a group who sustained a bus boycott in Montgomery, Alabama, for 381 days.
    [Show full text]
  • African American Women Leaders in the Civil Rights Movement: a Narrative Inquiry Janet Dewart Bell Antioch University - Phd Program in Leadership and Change
    Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2015 African American Women Leaders in the Civil Rights Movement: A Narrative Inquiry Janet Dewart Bell Antioch University - PhD Program in Leadership and Change Follow this and additional works at: https://aura.antioch.edu/etds Part of the African American Studies Commons, American Studies Commons, Civic and Community Engagement Commons, Gender and Sexuality Commons, Inequality and Stratification Commons, Leadership Studies Commons, Politics and Social Change Commons, Race and Ethnicity Commons, United States History Commons, and the Women's History Commons Recommended Citation Bell, Janet Dewart, "African American Women Leaders in the Civil Rights Movement: A Narrative Inquiry" (2015). Dissertations & Theses. 211. https://aura.antioch.edu/etds/211 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact [email protected], [email protected]. AFRICAN AMERICAN WOMEN LEADERS IN THE CIVIL RIGHTS MOVEMENT: A NARRATIVE INQUIRY JANET DEWART BELL A DISSERTATION Submitted to the Ph.D. in Leadership and Change Program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May, 2015 This is to certify that the Dissertation entitled: AFRICAN AMERICAN WOMEN LEADERS IN THE CIVIL RIGHTS MOVEMENT: A NARRATIVE INQUIRY prepared by Janet Dewart Bell is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Leadership and Change.
    [Show full text]
  • The Emmett Till Lynching and the Montgomery Bus Boycott
    Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2003 Reporting the movement in black and white: the Emmett iT ll lynching and the Montgomery bus boycott John Craig Flournoy Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Mass Communication Commons Recommended Citation Flournoy, John Craig, "Reporting the movement in black and white: the Emmett iT ll lynching and the Montgomery bus boycott" (2003). LSU Doctoral Dissertations. 3023. https://digitalcommons.lsu.edu/gradschool_dissertations/3023 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. REPORTING THE MOVEMENT IN BLACK AND WHITE: THE EMMETT TILL LYNCHING AND THE MONTGOMERY BUS BOYCOTT A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Manship School of Mass Communication By Craig Flournoy B.A., University of New Orleans, 1975 M.A., Southern Methodist University, 1986 August 2003 Acknowledgements The researcher would like to thank several members of the faculty of the Manship School of Mass Communication at Louisiana State University for their help and inspiration in preparing this dissertation. Dr. Ralph Izard, who chaired the researcher’s dissertation committee, has been steady, tough and wise. In other words, Dr.
    [Show full text]
  • Family Voices United to End Racism Against Cyshcn and Their Families
    FAMILY VOICES UNITED TO END RACISM AGAINST CYSHCN AND THEIR FAMILIES YOUTH ACTIVISM THROUGH HISTORY Youth Activism Timeline Intro This is a timeline of some of youth leaders who sparked the movement for change and contributed to the civil rights movement. All of these youth fought for many of the things we take for granted today. They inspire and empower us to do the work that we do today, and we owe it to them to keep fighting for change. Read more about them by clicking on hyperlinks below. 1930: Ella Baker helped to Form the Young Negro Cooperative League. 1957: Little Rock Nine including Minnijean Brown, Elizabeth Eckford, Ernest Green, Thelma Mothershed, Melba Patillo, gloria Ray, Terence Roberts, Jefferson Thomas, and Carlotta Walls, were 9 young African American youth entered a desegregated school 3 years after the landmark Supreme Court decision, Brown V Board of Education. 1960: Greensboro Four including Ezell Blair Jr., David Richmond, Franklin McCain and joseph McNeil organized non-violent protests in response to the 1955 murder of Emmett Till. 2013: Black Lives Matter Alicia Grazia, Patrisse Cullors, and Opal Tometi created #BlackLivesMatter hashtag in response to the killing of Trayvon Martin. | 1 FAMILY VOICES UNITED TO END RACISM AGAINST CYSHCN AND THEIR FAMILIES YOUTH ACTIVISM THROUGH HISTORY Emmett Till - Emmett Louis Till, was a 14-year-old African American who was lynched in Mississippi in 1955. The death of Emmett Till sparked a nation-wide movement and really pushed the civil right movement. “Emmett Till's murder was a spark in the upsurge of activism and resistance that became known as the Civil Rights movement.
    [Show full text]