Learning About White Supremacy: Resources for All Ages
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Names in Marilynne Robinson's <I>Gilead</I> and <I>Home</I>
names, Vol. 58 No. 3, September, 2010, 139–49 Names in Marilynne Robinson’s Gilead and Home Susan Petit Emeritus, College of San Mateo, California, USA The titles of Marilynne Robinson’s complementary novels Gilead (2004) and Home (2008) and the names of their characters are rich in allusions, many of them to the Bible and American history, making this tale of two Iowa families in 1956 into an exploration of American religion with particular reference to Christianity and civil rights. The books’ titles suggest healing and comfort but also loss and defeat. Who does the naming, what the name is, and how the person who is named accepts or rejects the name reveal the sometimes difficult relationships among these characters. The names also reinforce the books’ endorsement of a humanistic Christianity and a recommitment to racial equality. keywords Bible, American history, slavery, civil rights, American literature Names are an important source of meaning in Marilynne Robinson’s prize-winning novels Gilead (2004) and Home (2008),1 which concern the lives of two families in the fictional town of Gilead, Iowa,2 in the summer of 1956. Gilead is narrated by the Reverend John Ames, at least the third Congregationalist minister of that name in his family, in the form of a letter he hopes his small son will read after he grows up, while in Home events are recounted in free indirect discourse through the eyes of Glory Boughton, the youngest child of Ames’ lifelong friend, Robert Boughton, a retired Presbyterian minister. Both Ames, who turns seventy-seven3 that summer (2004: 233), and Glory, who is thirty-eight, also reflect on the past and its influence on the present. -
1 the Importance of Sundown Towns
1 The Importance of Sundown Towns “Is it true that ‘Anna’stands for ‘Ain’t No Niggers Allowed’?”I asked at the con- venience store in Anna, Illinois, where I had stopped to buy coffee. “Yes,” the clerk replied. “That’s sad, isn’t it,” she added, distancing her- self from the policy. And she went on to assure me, “That all happened a long time ago.” “I understand [racial exclusion] is still going on?” I asked. “Yes,” she replied. “That’s sad.” —conversation with clerk, Anna, Illinois, October 2001 ANNA IS A TOWN of about 7,000 people, including adjoining Jonesboro. The twin towns lie about 35 miles north of Cairo, in southern Illinois. In 1909, in the aftermath of a horrific nearby “spectacle lynching,” Anna and Jonesboro expelled their African Americans. Both cities have been all-white ever since.1 Nearly a century later, “Anna” is still considered by its residents and by citizens of nearby towns to mean “Ain’t No Niggers Allowed,” the acronym the convenience store clerk confirmed in 2001. It is common knowledge that African Americans are not allowed to live in Anna,except for residents of the state mental hospital and transients at its two motels. African Americans who find themselves in Anna and Jonesboro after dark—the majority-black basketball team from Cairo, for example—have sometimes been treated badly by residents of the towns, and by fans and stu- dents of Anna-Jonesboro High School. Towns such as Anna and Jonesboro are often called “sundown towns,” owing to the signs that many of them for- merly sported at their corporate limits—signs that usually said “Nigger,Don’t Let the Sun Go Down on You in __.” Anna-Jonesboro had such signs on Highway 127 as recently as the 1970s. -
An Obligation to Do One's Best by Dana Smessaert May 2020
An Obligation to do One’s Best by Dana Smessaert May 2020 Director of Thesis: Angela Wells Major Department: School of Art and Design An Obligation to do One's Best is an exploration of myth and reality at home in a small southern town. The artist is calling into question whose history we are referencing when it comes to art, economics, and culture. In these liminal landscapes, the viewer/spectator becomes a collaborator in the mythos of racism in the Southern narrative—the denial of not only its racist past but also the strides of the Civil Rights protests. The research explores the agency of history and cultural capital through a site-specific installation with images, video, sculpture, and sound. Creating a liminal landscape of the American South through physical and metaphysical readings of its trauma, history, and understanding the “...south as a noun that behaves like a verb.”1 The South is entwined with history, politics, economics, and racism, a link that can never be severed, this paper consorts with classic literature, history, cinema, demographics, and philosophy. The American South, the house, the name, and the family's history are complicated and seemingly transparent to those on the outside. However, the stories of those who live here still exist in the space between myth and reality. 1 Romine, Scott. The Real South: Southern Narrative in the Age of Cultural Reproduction. Baton Rouge: Louisiana State University Press, 2008. An Obligation to do One’s Best A Thesis Presented to the Faculty of the School of Art and Design East -
47 Free Films Dealing with Racism That Are Just a Click Away (With Links)
47 Free Films Dealing with Racism that Are Just a Click Away (with links) Ida B. Wells : a Passion For Justice [1989] [San Francisco, California, USA] : Kanopy Streaming, 2015. Video — 1 online resource (1 video file, approximately 53 min.) : digital, .flv file, sound Sound: digital. Digital: video file; MPEG-4; Flash. Summary Documents the dramatic life and turbulent times of the pioneering African American journalist, activist, suffragist and anti-lynching crusader of the post-Reconstruction period. Though virtually forgotten today, Ida B. Wells-Barnett was a household name in Black America during much of her lifetime (1863-1931) and was considered the equal of her well-known African American contemporaries such as Booker T. Washington and W.E.B. Du Bois. Ida B. Wells: A Passion for Justice documents the dramatic life and turbulent times of the pioneering African American journalist, activist, suffragist and anti-lynching crusader of the post-Reconstruction period. Nobel Prize-winning author Toni Morrison reads selections from Wells' memoirs and other writings in this winner of more than 20 film festival awards. "One had better die fighting against injustice than die like a dog or a rat in a trap." - Ida B. Wells "Tells of the brave life and works of the 19th century journalist, known among Black reporters as 'the princess of the press, ' who led the nation's first anti-lynching campaign." - New York Times "A powerful account of the life of one of the earliest heroes in the Civil Rights Movement...The historical record of her achievements remains relatively modest. This documentary goes a long way towards rectifying that egregious oversight." - Chicago Sun-Times "A keenly realized profile of Ida B. -
Teaching the Modern Civil Rights Movement (1954-1985) Through Media
Teaching the Modern Civil Rights Movement (1954-1985) through Media Conceptualized, Researched, Compiled, and Designed by Xosé Manuel Alvariño, Teacher Miami-Dade County Public Schools Miami, Florida [email protected] For information concerning IMPACT II opportunities, Adapter and Disseminator grants, please contact The Education Fund at 305-892-5099, Ext. 18, E-mail: [email protected], Web site: www.educationfund.org 1 For Mrs. Fannie Lou Hamer 626 E. Lafayette Street Ruleville, Mississippi http://www.youtube.com/watch?v=OC3pQfLOlkQ ―I'm sick and tired of being sick and tired.‖ Not even a brutal beating in jail stopped Mrs. Fannie Lou Hamer (1917-1977) from fighting to secure black people’s constitutional right to vote. Her powerful testimony about how she and other African Americans were mistreated influenced passage of the Voting Rights Act of 1965. 2 Here you’ll find … Dear Colleague letter …………………………………………………………………………………………… 4 What is ―Eyes on the Prize?‖ …………………………………………………………………………………..8 Emmett Louis Till-An Introductory Unit……………………………………………………………………….9 Resources for Teaching the Movement through Media …………………………………………………..25 Blogs…………………………………………………………...26 Films …………………………………………………………...27 Images …………………………………………………………31 Literature………………………………………………………34 Articles…………………................34 Books………………………………35 Poetry……………………………...37 Music……………………………………………………………38 Music Resources…………………42 The Movement in Florida………………………………………………………………………………………..43 Florida Movement Images………….45 Florida Civil Rights Oral Histories...47 -
American Pogrom: the East St. Louis Race Riot and Black Politics
Lumpkins.1-108 6/13/08 4:35 PM Page 1 Introduction ON JULY and , , rampaging white men and women looted and torched black homes and businesses and assaulted African Americans in the small industrial city of East St. Louis, Illinois. The mob, which included police officers and National Guardsmen, wounded or killed many black residents and terrorized others into fleeing the city. The rampagers acted upon a virulent form of racism that made “black skin . a death warrant,” in the words of white newspaper reporter Jack Lait of the St. Louis Repub- lic. According to one African American eyewitness, “When there was a big fire, the rioters . stop[ped] to amuse themselves, and [threw black] children . into the fire.” The riots disrupted interstate commerce and in- dustrial production, prompting Illinois authorities to mobilize additional National Guard units to suppress the mass violence. When the terror ended, white attackers had destroyed property worth three million dollars, razed several neighborhoods, injured hundreds, and forced at least seven thousand black townspeople to seek refuge across the Mississippi River in St. Louis, Missouri. By the official account, nine white men and thirty- nine black men, women, and children lost their lives. Some thought that Introduction p 1 Lumpkins.1-108 6/13/08 4:35 PM Page 2 more white than black people had been killed. And others said that more than nine white people and many more—perhaps up to five hundred— black citizens had perished.1 Scholars generally think of East St. Louis, Illinois, as the site of the first of the major World War I–era urban race riots. -
The Florida Terror: Race Relations in the Early Twentieth-Century
The Florida Terror: Race Relations in the Early Twentieth-Century Summary Many years before the Civil Rights Movement of the 1950’s and 1960’s brought nationwide attention to the plight of African-Americans in the South, racial violence was a fact of life. Many whites held firm to an unwritten code that demanded brutal punishment for individual blacks, or entire communities, that “stepped out of line.” In this lesson, students will: read about race relations in the post-WWI years and the Ku Klux Klan; explore individual incidents of racial violence in Florida before the Civil Rights era; and create annotated maps/timelines of these incidents. Objectives Students will: 1) Understand how demographic changes after World War I led to strained relations between whites and blacks in the North and the South; 2) Read an account of the origins and reformation of the Ku Klux Klan, from the early 1900’s to the present; 3) Explore five incidents of racial violence from 1920 to 1944. U.S. History Event This lesson could be used within the context of any unit on the 1920’s, including racial unrest in the post-WWI years and the nativism movement. It could also be used as am opening lesson to the Civil Rights Movement. Grade Level This lesson can be implemented in a middle school or high school American history classroom, but because of the sensitive subject matter may be more appropriate for high school. Materials AAA AutoClub maps of Florida (optional), maps of Florida found at http://fcit.usf.edu/florida/maps/state/64000.htm (optional), a transparency of the lyrics to “Strange Fruit,” a transparency or copies of one of several pictures from http://www.liu.edu/cwis/cwp/library/african/2000/lynching.htm , one copy of Reading Passage #1 and Reading Passage #2 for each pair, one copy of Exhibits A-E for each pair, one copy of “Matrix for Information about Florida Racial Violence” for each student (or pair), Lesson Time This lesson can be completed in one block period. -
African American Women's Resistance in the Aftermath
AFRICAN AMERICAN WOMEN’S RESISTANCE IN THE AFTERMATH OF LYNCHING by LACEY A. BROWN-BERNAL THESIS Submitted in partial fulfillment of the requirements for the degree of Master of Arts in History at The University of Texas at Arlington December 2019 Arlington, Texas Supervising Committee: Stephanie Cole, Supervising Professor Delaina Price Christopher Morris ABSTRACT AFRICAN AMERICAN WOMEN’S RESISTANCE IN THE AFTERMATH OF LYNCHING Lacey A. Brown-Bernal, M.A. History The University of Texas at Arlington, 2019 Supervising Professor: Stephanie Cole This thesis focuses on resistance strategies used by African American women in the aftermath of lynching in the late nineteenth and early twentieth centuries. It examines the ways in which those strategies were shared, modified, and deployed by black women activists throughout the Jim Crow Era and traces the connection to contemporary movements for social justice. The starting point for this study of generational change within African American women’s resistance to violence is the transatlantic anti-lynching campaign of Ida B. Wells and an examination of newspaper articles that detailed her actions while abroad with an eye to considering how her approach shaped the reception of her message. Also included in this work is a case study that examines the life of one woman and her family in the aftermath of lynching in order to understand the extent to which that event shaped their lives in the immediate aftermath and as they moved forward. As a result, the importance of family, church, and community to some survivors of racial violence is illuminated. A broader look at the actions of multiple women between 1892-1955 shows that black women in the aftermath of lynching manipulated the gendered language surrounding the ideology of male breadwinners to file civil cases when a male family member was lynched, adding to a collective knowledge of resistance strategies across generations. -
Bringing Floridians Together B O a R D O F D I R E C T O R S F H C S T a Ff
FLORIDA HUMANITIES COUNCIL 2006 ANNUAL REPORT Bringing Floridians Together B O A R D O F D IRE C TORS F H C S TA ff David Colburn, Chair—Gainesville Janine Farver, Executive Director B. Lester Abberger—Tallahassee Barbara Bahr, Technology Manager John Belohlavek—Tampa Laurie Berlin, Director of Administration Frank Billingsley, Vice Chair—Orlando Julie Henry Matus, Program Coordinator—Road Scholars Rachel Blechman—Miami Karen Jackson, Program & Fiscal Assistant Elaine Brown—Jacksonville Lisa Lennox, Administrative Assistant William Carlson—Tampa Susan Lockwood, Director of Grants Jim Clark—Orlando Carly Meek, Development Assistant Brian Dassler—Fort Lauderdale Brenda O’Hara, Fiscal Officer Juan Carlos Espinosa—Miami Barbara O’Reilley, Communications Director & Editor/FORUM Nancy Fetterman—Pensacola Patricia Putman, Development Officer Caren Lobo—Sarasota Monica Rowland, Program Coordinator—The Gathering & Florida Center for Teachers Kim Long—Naples Ann Schoenacher, Director, Florida Center for Teachers Meredith Morris-Babb—Gainesville Diane Wakeman, Program Assistant Lesley Northup—Miami Howard Pardue—Tallahassee Jeffrey Sharkey—Tallahassee Rowena Stewart—Jacksonville Ellen Vinson—Pensacola Jon Ward—Fort Pierce ThE FLORIDA HUMANITIES COUNCIL, A NONPROFIT CULTURAL AND EDUCATIONAL ORGANIZATION, BUILDS STRONG COMMUNITIES AND INFORMED CITIZENS BY ENGAGING FLORIDIANS IN THE HERITAGE, TRADITIONS, AND STORIES OF OUR STATE AND ITS PLACE IN THE WORLD. 2 0 0 6 A nn U al R eport Dear Friends and Supporters of the Florida Humanities Council This annual report provides you with an opportunity We also hope you attend one of our hundreds of Road to review the Council’s many activities during Scholars presentations. Among them are Chautauqua the past year and to examine our budget and the performances that bring to life such important ways it has been used to enrich our programs. -
From 'Sundown Town'
Goshen, Indiana: From ‘Sundown Town’ in 20th Century to ‘Resolution’ in 21st Century PowerPoint presentation by Dan Shenk at Goshen Art House for Goshen Resilience Guild—October 11, 2018 [Begin PowerPoint video; transcript below by Dan Shenk] Dan Shenk It’s great to be here. And thanks for coming out on this chilly evening. Fall has arrived, after summer just a couple days ago. Lee Roy Berry and I very much appreciate the opportunity to make this joint presentation regarding “sundown towns,” which would be a lamentable legacy of Goshen and thousands of communities across the United States the past 100-plus years—especially the first two-thirds of the 20th century, but still persisting today in some places. Thank you, Phil, for inviting us, and we’re grateful for your creative work with the Resilience Guild. As the program indicates, I’ve titled the PowerPoint presentation “Goshen, Indiana: From ‘Sundown Town’ in 20th Century to ‘Resolution’ in 21st Century.” I put the word “resolution” in quotes, because even though the Goshen City Council took a very significant step 3½ years ago to unanimously pass a resolution acknowledging this aspect of Goshen’s history, we as a community and as individuals are still a work in progress as we seek resolution regarding racial issues. By no means have we arrived. There’s a lot that could be said about sundown towns, so I decided to write out most of my comments in order to focus on the most pertinent. After an interview, Lee Roy and I look forward to questions, discussion and your own stories that you might share with us a bit later. -
Social Justice and Economic Reparation: African-American Struggles for Equal Opportunity Around the Turn of the Century
NANZAN REVIEW OF AMERICAN STUDIES Volume 31 (2009): 205-217 Proceedings of the NASSS 2009 Literature and Culture I Social Justice and Economic Reparation: African-American Struggles for Equal Opportunity Around the Turn of the Century OKUDA Akiyo KEIO UNIVERSITY Introduction In the history of the United States, one could point to a number of times the country has undertaken restorative measures to right past wrongs. Immediately after the Civil War, Congress, led by radical Republicans, not only abolished slavery but, also ensured freedmen’s full participation in society with the Fourteenth and the Fifteenth Amendments. The Civil Rights Act of the 1960’s attempted to undo the injustice imposed by the post-Reconstruction South that relegated blacks to second-class citizenship. Affirmative action was another policy aimed at restoring social justice. However, what has been missing throughout the entire period is an economic base that would allow black Americans to take full advantage of these measures. Racial equality, reparation advocates claim, is still not a reality today because an economic gap between the races still exists.1 That gap, they claim, can be traced back to the brutal lynchings and whitecappings of the turn of the century that allowed Southern whites to take away black-owned properties by the use of violent force. Why wasn’t there any economic aid to the four million newly freed slaves immediately after the war, nor economic reparations in the following decades? I argue that while black leaders sought political and social justice seriously, they did not seek economic justice because of the precarious position they were in, and because they felt black people needed to claim success in their new role as a free people. -
The Elaine Riot of 1919: Race, Class, and Labor in the Arkansas Delta" (2019)
University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations May 2019 The lE aine Riot of 1919: Race, Class, and Labor in the Arkansas Delta Steven Anthony University of Wisconsin-Milwaukee Follow this and additional works at: https://dc.uwm.edu/etd Part of the United States History Commons Recommended Citation Anthony, Steven, "The Elaine Riot of 1919: Race, Class, and Labor in the Arkansas Delta" (2019). Theses and Dissertations. 2040. https://dc.uwm.edu/etd/2040 This Dissertation is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UWM Digital Commons. For more information, please contact [email protected]. THE ELAINE RIOT OF 1919: RACE, CLASS, AND LABOR IN THE ARKANSAS DELTA by Steven Anthony A Dissertation Submitted in Partial Fulfillment of the Requirements of the Degree of Doctor of Philosophy in History at The University of Wisconsin-Milwaukee May 2019 ABSTRACT THE ELAINE RIOT OF 1919: RACE, CLASS, AND LABOR IN THE ARKANSAS DELTA by Steven Anthony The University of Wisconsin-Milwaukee, 2019 Under the Supervision of Professor Gregory Carter This dissertation examines the racially motivated mob dominated violence that took place during the autumn of 1919 in rural Phillips County, Arkansas nearby Elaine. The efforts of white planters to supplant the loss of enslaved labor due to the abolition of American slavery played a crucial role in re-making the southern agrarian economy in the early twentieth century. My research explores how the conspicuous features of sharecropping, tenant farming, peonage, or other variations of debt servitude became a means for the re-enslavement of African Americans in the Arkansas Delta.