HOUSE RESOLUTION 151 by Shaw a RESOLUTION to Honor And
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The Black National Anthem
32 1 Table of Contents Page 3 Welcome Letter Pages 4-15 Paintings with Biographies Pages 16-24 Black Owned Businesses in Alphabetical Order Page 25 Importance of Supporting Black Owned Pages 26-27 Other Online Resources Pages 28-29 Lift Every Voice & Sing Page 30 Citations for Biographies & Contact Info Page 31 After the Peanut Advertisement A.F. Hill Park (Princeton St & Green Garden Pl) is getting a walking trail. It is about 1/3 of a mile and will be completed in the Spring of 2021! See image ← 2 31 CITATIONS (Painting Biographies) 2/6/2021 1. https://www.naacp.org/naacp-history-medgar-evers/ Dear Community Member, 2. https://aaregistry.org/story/an-exceptional-opera-singer-leontyne- price/ Thank you for coming to the drive-thru Black History Month Cel- 3. https://www.biography.com/news/duke-ellington-facts-duke-ellington- ebration! As hard as 2020 was, we did not want to cancel this day annual event but rather adapt and adjust in 2021. 4. https://www.americanswhotellthetruth.org/portraits/dick-gregory 5. https://www.blackpast.org/african-american-history/brooks- Adhering to COVID-19 safety precautions, we are unable to in- gwendolyn-1917/ 6. https://history.house.gov/People/Listing/P/POWELL,-Adam-Clayton,- vite you into our gymnasium at this time. We hope you to utilize Jr--(P000477)/ this booklet as a means to explore the people featured in the 7. https://www.nobelprize.org/prizes/peace/1964/king/biographical/ paintings at Fairmont Community Center (FCC) and for addition- 8. https://www.naacp.org/naacp-history-w-e-b-dubois/ al resources to help celebrate all month long. -
Gold Democrats and the Decline of Classical Liberalism, 1896–1900
SUBSCRIBE NOW AND RECEIVE CRISIS AND LEVIATHAN* FREE! “The Independent Review does not accept “The Independent Review is pronouncements of government officials nor the excellent.” conventional wisdom at face value.” —GARY BECKER, Noble Laureate —JOHN R. MACARTHUR, Publisher, Harper’s in Economic Sciences Subscribe to The Independent Review and receive a free book of your choice* such as the 25th Anniversary Edition of Crisis and Leviathan: Critical Episodes in the Growth of American Government, by Founding Editor Robert Higgs. This quarterly journal, guided by co-editors Christopher J. Coyne, and Michael C. Munger, and Robert M. Whaples offers leading-edge insights on today’s most critical issues in economics, healthcare, education, law, history, political science, philosophy, and sociology. Thought-provoking and educational, The Independent Review is blazing the way toward informed debate! Student? Educator? Journalist? Business or civic leader? Engaged citizen? This journal is for YOU! *Order today for more FREE book options Perfect for students or anyone on the go! The Independent Review is available on mobile devices or tablets: iOS devices, Amazon Kindle Fire, or Android through Magzter. INDEPENDENT INSTITUTE, 100 SWAN WAY, OAKLAND, CA 94621 • 800-927-8733 • [email protected] PROMO CODE IRA1703 Gold Democrats and the Decline of Classical Liberalism, 1896–1900 —————— ✦ —————— DAVID T. BEITO AND LINDA ROYSTER BEITO n 1896 a new political party was born, the National Democratic Party (NDP). The founders of the NDP included some of the leading exponents of classical I liberalism during the late nineteenth century. Few of those men, however, fore- saw the ultimate fate of their new party and of the philosophy of limited government that it championed. -
Power of the Hero Image: the Uniform, the Black Soldier and the Ku Klux Klan
POWER OF THE HERO IMAGE: THE UNIFORM, THE BLACK SOLDIER AND THE KU KLUX KLAN by Kevin M. Bair A thesis submitted to Johns Hopkins University in conformity with the requirements for the degree of Master of Liberal Arts Baltimore, Maryland February 2020 © 2020 Kevin M. Bair All rights reserved Abstract Societies have long associated the image of the military uniform with social power and heroic abilities. This iconic image has both psychological power for the wearer and for those who observed the uniformed person. In the 19th and 20th centuries, whites and blacks looked upon this image as a tool to implement change. Some sought personal improvement while others looked for social transformation. In both instances, blacks who chose to don the military uniform of the United States were seeking upward mobility from their present situation, while some whites wanting to maintain the country’s segregation status quo wore the white robes of the Ku Klux Klan; thus believing in a different socially created image of power. In this article, we argue that the cultural and psychological power of the military uniform cannot be underestimated, and that this image, when worn by black military personnel, such as Private Henry Johnson, Sergeant Isaac Woodard, and Sergeant Medgar Evers, was intimidating to a number of whites. Additionally, we believe that black military personnel, like Johnson, Woodard and Evers, helped to bring widespread awareness of the vast social injustice occurring in this country to the greater public. Furthermore, we state that the image of, belief in, and donning of, the military uniform by blacks during the 19th and 20th centuries caused the end of America’s oppressive segregation laws, not only in desegregating the military (1948), but also helping topple Plessy vs. -
National Register of Historic Places Registration Form
NPS Form 10-900 OMB No. 1024-0018 United States Department of the Interior National Park Service National Register of Historic Places Registration Form This form is for use in nominating or requesting determinations for individual properties and districts. See instructions in National Register Bulletin, How to Complete the Satianal Register of Historic Places Registration Form. If any item does not apply to the property being documented, enter "NfA" for "not applicable." For functions, architectural classification, materials, .md areas of sIgnificance, ent.:r only categories and subcategories from the instructions. 1. Name of Property Historic name: Other names/site number: Medgar Evers Historic District. _____ Name of related multiple property listing: (Enter liN/Ali if property is not part of a mUltiple property listing 2. Location Street & number: Margaret Walker Alexander Street roughly west of Missouri Street and east of Miami Street. _______________________ City or town: Jackson~=__---- State: Mississippi___ County: Hinds ______ Not For Publication: D Vicinity: D 3. StatelFederal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this ~ nomination _ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property _X_ meets __ does not meet the National Register Criteria. I recommend that this property be considered significant at the following level(s) of significance: national .,£..statewide __local Applicable National Register Criteria: ~A .,£..B .,£..C _D Signature of certifying officialffitle: State or Federal agency/bureau or Tribal Government 1 National Park Service / National Register of Historic Places Registration Form NPS Form 10-900 OMS No. -
How the National Association for the Advancement of Colored People Began, 1914 Reissued 1954
How the National Association for the Advancement of Colored People Began By MARY WHITE OVINGTON NATIONAL AssociATION FOR THE ADVANCEMENT oF CoLORED PEOPLE 20 WEST 40th STREET, NEW YORK 18, N. Y. MARY DUNLOP MACLEAN MEMORIAL FUND First Printing 1914 HOW THE NATIONAL ASSOCIATION FOR THE ADVANCEMENT OF COLORED PEOPLE BEGAN By MARY WHITE OVINGTON (As Originally printed in 1914) HE National Association for the studying the status of the Negro in T Advancement of Colored People New York. I had investigated his hous is five years old-old enough, it is be ing conditions, his health, his oppor lieved, to have a history; and I, who tunities for work. I had spent many am perhaps its first member, have months in the South, and at the time been chosen as the person to recite it. of Mr. Walling's article, I was living As its work since 1910 has been set in a New York Negro tenement on a forth in its annual reports, I shall Negro street. And my investigations and make it my task to show how it came my surroundings led me to believe with into existence and to tell of its first the writer of the article that "the spirit months of work. of the abolitionists must be revived." In the summer of 1908, the country So I wrote to Mr. Walling, and after was shocked by the account of the race some time, for he was in the West, we riots at Springfield, Illinois. Here, in met in New York in-the first week of the home of Abraham Lincoln, a mob the year 1909. -
How Did Belle La Follette Resist Racial Segregation in Washington D.C., 1913-1914?
Santa Clara University Scholar Commons History College of Arts & Sciences 6-2004 How did Belle La Follette Resist Racial Segregation in Washington D.C., 1913-1914? Nancy Unger Santa Clara University, [email protected] Follow this and additional works at: https://scholarcommons.scu.edu/history Part of the Feminist, Gender, and Sexuality Studies Commons, Political History Commons, Race, Ethnicity and Post-Colonial Studies Commons, Social History Commons, Social Justice Commons, United States History Commons, and the Women's History Commons Recommended Citation Unger, N. (2004) How did Belle La Follette Resist Racial Segregation in Washington D.C., 1913-1914? In K. Sklar and T. Dublin (Eds.) Women and Social Movements in the United States, 1775-2000, 8, no. 2. New York: Alexander Street Press. Copyright © 2004 Thomas Dublin, Kathryn Kish Sklar and Alexander Street Press, LLC. Reprinted with permission. Any future reproduction requires permission from original copyright holders. http://asp6new.alexanderstreet.com/tinyurl/tinyurl.resolver.aspx?tinyurl=3CPQ This Other is brought to you for free and open access by the College of Arts & Sciences at Scholar Commons. It has been accepted for inclusion in History by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. How Did Belle La Follette Oppose Racial Segregation in Washington, D.C., 1913-1914? Abstract Beginning in 1913, progressive reformer Belle Case La Follette wrote a series of articles for the "women's page" of her family's magazine, denouncing the sudden racial segregation in several departments of the federal government. Those articles reveal progressive efforts to appeal specifically to women to combat injustice, and also demonstrate the ability of women to voice important political opinions prior to suffrage. -
Here All Proceeds Will Go Directly Towards the Production of the Play
“For the LORD does not see as man sees, for man looks at the outward appearance, but the LORD looks at the heart.” 1 Samuel 16:7 It’s becoming alarmingly apparent that racial injustice must be met with swift consequence, if we are to put an end to the racial inequities and blatant disregard for black lives in our country. However, it stands to reason that if we don’t repair the injustices of the past, consistently, and methodically, we certainly can’t expect any real change in the present, as we all know that history has a tendency to repeat itself. The past by its very nature will echo the injustices it suffered, but we must declare the advancements of our civil rights predecessors, diligently and thunderously. While we can't change how things transpired, or the lives lost in this insidious battle, we must honor the civil rights trail blazers that lit the way. Harry T. and Harriette V. Moore are the undisputed pioneer leaders and first martyrs of the Civil Rights Movement in our country. HARRY T. MOORE Pioneer Leader & Martyr of the Civil Rights Movement In his quest for justice and equality, Harry T. Moore knew that real change would require him to live without fear and stand steadfast in his faith with little concern for the establishments that would make it their mission to prevent his progress and worse. That is exactly what he did as he sought to amplify the voices of blacks during a time that wanted nothing more than to silence them in whatever fashion they deemed necessary. -
Mary White Ovington Papers
Mary White Ovington Collection Papers, 1854-1948 6.25 linear feet Accession # 323 OCLC# The papers of Mary White Ovington were placed in the Archives of Labor and Urban Affairs by Mrs. Carrie Burton Overton, Miss Ovington's secretary, in 1969, 1971 and 1973 and were opened for research in 1973. Mary White Ovington was born in Brooklyn in 1865.In 1895, after education in private schools and at Radcliffe College, she began a career as asocial worker. From 1904 on, she devoted herself to the particular problems of Negro populations in New York and other cities. In 1909 she participated in the founding of the NAACP. She remained an officer and prominent figure in the organization until her retirement in 1947. Miss Ovington was the author of several books and numerous articles. Her history of the NAACP, The Walls Came Tumbling Down, is in both the Archives Library and the Wayne State Purdy Library collections. Miss Ovington died in New York in 1951. Important subjects covered in the collection are: Unpublished autobiographical material by Miss Ovington Living conditions of the poor in New York City in the early 1900s Negroes in the American South in the early 1900s Foundation and growth of the NAACP The Civil Rights Movement, in general, up to 1947 Ovington family history, 1800-1948 Among the important correspondents are: (an index to the location of these letters will be found on the last page of the guide) Jane Addams Herbert Lehman Arna Bontemps Claude McKay Benjamin Cardozo Elmer Rice John White Chadwick Robert H. Schauffler LorenzaCole A. -
Civil Rights Done Right a Tool for Teaching the Movement TEACHING TOLERANCE
Civil Rights Done Right A Tool for Teaching the Movement TEACHING TOLERANCE Table of Contents Introduction 2 STEP ONE Self Assessment 3 Lesson Inventory 4 Pre-Teaching Reflection 5 STEP TWO The "What" of Teaching the Movement 6 Essential Content Coverage 7 Essential Content Coverage Sample 8 Essential Content Areas 9 Essential Content Checklist 10 Essential Content Suggestions 12 STEP THREE The "How" of Teaching the Movement 14 Implementing the Five Essential Practices 15 Implementing the Five Essential Practices Sample 16 Essential Practices Checklist 17 STEP FOUR Planning for Teaching the Movement 18 Instructional Matrix, Section 1 19 Instructional Matrix, Section 1 Sample 23 Instructional Matrix, Section 2 27 Instructional Matrix, Section 2 Sample 30 STEP FIVE Teaching the Movement 33 Post-Teaching Reflection 34 Quick Reference Guide 35 © 2016 Teaching Tolerance CIVIL RIGHTS DONE RIGHT // 1 TEACHING TOLERANCE Civil Rights Done Right A Tool for Teaching the Movement Not long ago, Teaching Tolerance issued Teaching the Movement, a report evaluating how well social studies standards in all 50 states support teaching about the modern civil rights movement. Our report showed that few states emphasize the movement or provide classroom support for teaching this history effectively. We followed up these findings by releasingThe March Continues: Five Essential Practices for Teaching the Civil Rights Movement, a set of guiding principles for educators who want to improve upon the simplified King-and-Parks-centered narrative many state standards offer. Those essential practices are: 1. Educate for empowerment. 2. Know how to talk about race. 3. Capture the unseen. 4. Resist telling a simple story. -
Letter to Polly Greenberg Re Medgar Evers, September 1966
No ta (Ap ril 1969): Mr s . Gr eenbe r g , a quite lihPr al lady from New Yn rk, w ~s spend~n ~ _s om P time in Jackson a n d , among other thin~s , wq s _rl1 g~1n~ up m~ terial nn Ne rl~nr Ev er s . She t elephoned me_1n RalPlgh, we talked exten s ively about Med gar , a n d th1s l e tte r tn her "'rtS arlctitional info rmation of a n essentirtlly anecdotal na ture. jrs John ~ L Se.ltor, Jr. September 27, 1966 62S Ne"rcombe .1. oad ~1alei!j1, North Carolina r.Ki~!J Poll y Greenberg 4221 Forest Park Drive Jackson, Mississipid Dear Miss Greenbergs It was indeed good to talk with you on the phone. Your moral support is much appreciated, believe me. I knew Medgar Evers very well from 1961 to hi~ death. I was the Advisor to the Jackson Youth Council of the NAACP, a member of the bonrd of directors of the Mississippi NAACP, and co-chairman of the strategy committee of ·the Jackson Movement. I '\«>rked with Jl1edgnr closely. And I always had tremendous respect for him. Here are t~~ or three of the many sketches that come to mind: r-iedgar 1'/as a very stable, very cool person. The only time that I ever saw him brea_....k down came in the fall of 1961, at r.m evening dinner session of the annual convention of the Mississippi NAACP -- in the ?-1asonic Temple on Lynch Street. The police were parked out side nnd , inside, the delega~es frcU~ the scattered, ~nd senel"ally moribund NAACP units around the state, had finished e ivinG their reports. -
NAACP an American Organization, June 1956
HE NATIONAL ASSOCIATION FOR THE ADVANCEMENT OF CoLORED PEoPLE is an American organization. Its philos T ophy, its program and its goals derive from the nation's hallowed democratic traditions. From the beginning, the task of the NAACP has been to wipe out racial discrimination and segregation. It has worked always in a legal manner, through the courts and according to federal and state laws and the United States Constitution. It has also sought the enactment of new civil rights laws and the development of a favorable climate of opinion. pledge allegiance to the The Association, as the record plainly shows, has won many battles in the long struggle for first class citizenship for Negro flag of the United States of America Americans. These successes have aroused the anger of those and to the republic for which it who believe in the Jim Crow way of life. The leaders of this outmoded system have declared war on stands; one nation, under God, in- the NAACP because it has spearheaded the fight for equality. They have passed laws, invoked economic sanctions, and re divisible, with liberty and justice sorted to threats, intimidation and violence in their efforts to wreck the NAACP and halt the march of progress. for all. In recent years the defenders of this lost cause have sought to smear the NAACP by falsely linking it with the Communist party. The more reckless white supremacy spokesmen have openly charged that the NAACP is "Communist-dominated" and listed as "subversive." The more cautious have tried to con vict the NAACP of "guilt by association," claiming that cer tain officers and members have, at one time or another, been affiliated with organizations subsequently listed by the United States Attorney General as "subversive." 3 r------------------------------------------------------------------------------------------------------------------------------------ --- The NAACP position on the Communist party is clear and 2. -
HISTORICAL ANALYSIS – Comparing / Contrasting …Imperialists & Anti-Imperialists
Unit 6, Period 7 Part 1 Name:_______________________________________________________________ Class Period:____ HISTORICAL ANALYSIS – Comparing / Contrasting …Imperialists & Anti-Imperialists Historical Thinking Skill 4: Comparison (comparing AND contrasting) Historical thinking involves the ability to describe, compare, and evaluate multiple historical developments within one society, one or more developments across or between different societies, and in various chronological and geographical contexts. It also involves the ability to identify, compare, and evaluate multiple perspectives on a given historical experience. …it’s not just about similarities and differences… its about the significance of those similarities and differences… Proficient students should be able to … Compare related historical developments and processes across place, time, and/or different societies, or within one society. Explain and evaluate multiple and differing perspectives on a given historical phenomenon. With this skill, it important to remember that you are identifying and explaining similarities and differences (unless the prompt explicitly limits you) Skill 6: Historical Argumentation Historical thinking involves the ability to define and frame a question about the past and to address that question through the construction of an argument. A plausible and persuasive argument requires a clear, comprehensive, and analytical thesis, supported by relevant historical evidence — not simply evidence that supports a preferred or preconceived position. In addition, argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available evidence. Proficient students should be able to … Analyze commonly accepted historical arguments and explain how an argument has been constructed from historical evidence. Construct convincing interpretations through analysis of disparate, relevant historical evidence. Evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments.