DOCSLIB.ORG

Emmett Till-‐ the Murder That Sparked the Civil Rights Movement Emmitt Till

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Emmett Till-‐ the Murder That Sparked the Civil Rights Movement Emmitt Till Emmett Till- The Murder that sparked the Civil Rights Movement Emmitt Till Travel Exhibit on display in classroom. Day 1- Students will watch The PBS documentary on the Murder of Emmett Till And students will keep a journal of key events, locations, and people related to this historical event. Day 2-Guest Speaker Lent Rice- Current Director Bureau of Professional Standards of the Desoto Sheriff’s Department. Lived in Sumner Mississippi when the Emmett Till murder trial occurred and was on the FBI investigation team to reopen the Emmett Till Murder case in 2006. Students will watch videos of Wheeler Parker and Simeon Wright ( from the Delta Center Archives ) share what happened in the store , the night Emmett Till was kidnapped, and the murder trial. Students will have copies of The Court Reporter activities from the Delta Center and complete the student activities on the Emmett Till traveling exhibit. Day 3- Primary Source – students will be provided with a copy of the lyrics to the Bob Dylan song, the murder of Emmett Till, and follow along as they listen to Bob Dylan perform the song. https://www.youtube.com/watch?v=RVKTx9YlKls DAY 3 – Students in small groups will be provided with articles from the Mississippi History Archives on Acts of Civil disobedience in Mississippi. and must write and perform their own Protest Song based on one of the historical events. (This lesson plan is available on the website the Mississippi Department of Archives and History) Day 4- Student groups will perform protest songs in class. Awards will be granted to best performance and best song. Homework – students must research other protest songs from the Civil Rights movement and share in class. Mississippi the Birthplace of America’s Music History of “The Blues” 1. Students will be divided into 5 groups. 2. Each group will research, create a poster, and organize a class presentation on their assigned topic. 3. Sources for research include the following: The Blues Trail website Mississippi History Now website –articles on the Blues and various artists Biography Website Alan Lomax –The Land Where the Blues Began- YouTube video Materials Needed: Large Rolls of Paper Markers Rulers Scissors Glue Construction paper Computers for Research Day 1- Research, create poste , and start organizing presentation Day 2 -Group Presentations Group 1- Where is the birthplace of “ The Blues”? The history of the music from the Mississippi Delta Dockery Farms Jook /Juke Joints House Parties Group 2 – The Founding Artists/Musicians of “ The Blues” Charlie Patton Robert Johnson Howlin Wolf BB King Group 3- What is “The Blues”? What makes this style of music unique? What influenced this style of music? What instruments did early musicians use? Group 4- The So-What group- What impact did this music have in Mississippi? What events caused this style of music to (Movement) become popular outside of Mississippi? How did the style of Delta Blues change in cities such as Memphis, Chicago, and St Louis? Group 5-The Mississippi Blues Trail Research and provide history of the Mississippi Blues Trail. Why is the Mississippi Blues Trail important to the state of Mississippi and significant for history? Enrichment If I receive funding from the local foundation grant…. I will invite Bill Abel to come play the Blues and provide the history of the Blues from a Mississippi Delta musician. Fannie Lou Hamer- The Spirit of the Civil Rights Movement Materials Needed: Large Rolls of Paper Markers Several copies of the following books: Asch, Chris Myers. 2008. The Senator and the Sharecropper: The Freedom Struggles of James O. Eastland and Fannie Lou Hamer. New Press. Weatherford, Carole Boston. 2015. Voice of Freedom, Fannie Lou Hamer, Spirit of the Civil Rights Movement. Candlewick Press. Day 1- In small group (5 students), students will read (popcorn style), Voice of Freedom,Fannie Lou Hamer. Each group will list interesting facts about Fannie Lou Hamer on large poster paper. Students will then read assigned chapters from the “Senator and the Sharecropper” Groups are assigned different chapters to read that cover Fannie Lou Hamer’s early life, her embracement of the Civil Rights Movement, Hamer’s involvement and leadership in the movement, and Hamer’s continued work after the movement. Day 2-Small groups will discuss reading assignments and then each group will present to the entire class important facts, actions and accomplishments of Fannie Lou Hamer. Primary Sources Students will have a copy of Fannie Lou’s Speech as we watch the you tube video of Mrs. Hamer as vice chairman of the Mississippi Freedom Party speak before the Credentials Committee to be seated at the convention. We will also watch you tube video of the President Johnson’s press conference to preempt Mrs. Hamer’s interview. Following the class discussion of the impact of Fannie Lou Hammer on the Civil Rights Movement , we will listen to her sing “This Little Light of Mine” (From the African American Legacy Recordings – Fannie Lou Hamer, Songs my mother taught me) Students Take the Mississippi Literacy Test (obtained from the Mississippi Department of Archives and History) required from the Mississippi Constitution of 1890 ,which established Jim Crow laws in the state. Class discussion will end by watching slideshow of Fannie Lou Hamer Memorial Garden in Ruleville Mississippi. ( From Delta Center website) .
Load more

Recommended publications
  • Hamer Biography
    Fannie Lou Hamer (1917-1977) “All my life I’ve been sick and tired. Now I’m sick and tired of being sick and tired.” Fannie Lou Hamer was among the most significant participants in the struggle launched in the latter half of the twentieth century to achieve freedom and social justice for African Americans. Born October 6, 1917, in Montgomery County, Mississippi, she was the last of the twenty children of Lou Ella and James Townsend. They were sharecroppers, and since sharecropping generally bound workers to the land (a form of peonage), most sharecroppers were born poor, lived poor, and died poor. At age six Fannie Lou joined her parents in the cotton fields. By the time she was twelve, she was forced to drop out of school and work full time to help support her family. At age 27 she married another sharecropper named Perry “Pap” Hamer. In August 1962, Mrs. Hamer attended a meeting of the Student Nonviolent Coordinating Committee (SNCC) in her hometown, Ruleville, Mississippi. This is where she made the fateful decision to attempt to register to vote. For this decision she was forced by her landlord to leave the plantation where she worked. In June the following year, she and several SNCC colleagues were brutally beaten in a Winona, Mississippi jail by law enforcement officers. This beating left her blind in her left eye and her kidneys permanently damaged. Mrs. Hamer’s historic presence in Atlantic City at the 1964 national convention of the Democratic Party brought national prominence with her electrifying testimony before the convention’s credentials committee.
    [Show full text]
  • Abstract Valeika, Kathryn Roberts
    ABSTRACT VALEIKA, KATHRYN ROBERTS. Can These Rights Be Fulfilled?: The Planning, Participants, and Debates of the To Fulfill These Rights Conference, June 1-2, 1966. (Under the direction of Dr. Blair LM Kelley.) On June 1 and 2, 1966, the White House sponsored the “To Fulfill These Rights Conference” in Washington, D.C. Following a year of planning by a council of civil rights activists, government officials, and big business and labor leaders, roughly 2500 people from diverse backgrounds and civil rights experiences attended the conference. Previously neglected by other historians, the conference and its planning reveal two important and related dynamics of the movement: the shifting alliances among civil rights leaders and the re-examination of civil rights goals and strategies. In particular, debates over the conference’s list of invitees, format, and procedures capture disagreements between established civil rights leaders, the White House, and labor and business leaders over who would, or could, direct the next phase of the civil rights movement. Secondly, conference debates on the reach of federal power, affirmative action, Vietnam, the expansion of the movement, fears of imminent violence, and the emergence of Black Power reveal the conflicting ideas that would create deep divisions between activists, liberals, and the federal government in the late 1960s and years to come. Can These Rights Be Fulfilled?: The Planning, Participants, and Debates of the To Fulfill These Rights Conference, June 1-2, 1966 by Kathryn Roberts Valeika A thesis submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the degree of Master of Arts History Raleigh, North Carolina 2009 APPROVED BY: _______________________________ ______________________________ Dr.
    [Show full text]
  • A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement
    Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 12-1994 A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement Michelle Margaret Viera Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the United States History Commons Recommended Citation Viera, Michelle Margaret, "A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement" (1994). Master's Theses. 3834. https://scholarworks.wmich.edu/masters_theses/3834 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. A SUMMARY OF THE CONTRIBUTIONS OF FOUR KEY AFRICAN AMERICAN FEMALE FIGURES OF THE CIVIL RIGHTS MOVEMENT by Michelle Margaret Viera A Thesis Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Master of Arts Department of History Western Michigan University Kalamazoo, Michigan December 1994 ACKNOWLEDGEMENTS My appreciation is extended to several special people; without their support this thesis could not have become a reality. First, I am most grateful to Dr. Henry Davis, chair of my thesis committee, for his encouragement and sus­ tained interest in my scholarship. Second, I would like to thank the other members of the committee, Dr. Benjamin Wilson and Dr. Bruce Haight, profes­ sors at Western Michigan University. I am deeply indebted to Alice Lamar, who spent tireless hours editing and re-typing to ensure this project was completed.
    [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]
  • Civil Rights TRANSCRIPT
    Communication Matters: The NCA Podcast | TRANSCRIPT Episode 20: Civil Rights Episode **Please note: This is a rough transcription of this audio podcast. This transcript is not edited for spelling, grammar, or punctuation.** Participants: Trevor Parry-Giles Robin Boylorn Maegan Parker Brooks Armond Towns [Audio Length: 0:54:37] RECORDING BEGINS Trevor Parry-Giles: Welcome to Communication Matters, the NCA podcast. I'm Trevor Parry-Giles, the Executive Director of the National Communication Association. The National Communication Association is the preeminent scholarly association devoted to the study and teaching of communication. Founded in 1914, NCA is a thriving group of thousands from across the nation and around the world who are committed to a collective mission to advance communication as an academic discipline. In keeping with NCA's mission to advance the discipline of communication, NCA has developed this podcast series to expand the reach of our member scholars’ work and perspectives. Introduction: This is Communication Matters, the NCA podcast. Robin Boylorn: At the basic level for me, diversity is a very basic general thing that everybody should be doing anyway. It really should be aspirational at this point. But how can we unpack it and deconstruct it a bit more without putting additional invisible labor on faculty and scholars of color? Trevor Parry-Giles: On today's episode of Communication Matters, the NCA podcast, we're addressing civil rights and the passing of the civil rights generation, the new civil rights generation and issues related to diversity, equity and inclusion. Professors Robin M. Boylorn, Maegan Parker Brooks and Armond Towns join me today for this really timely and interesting conversation.
    [Show full text]
  • Biographical Sketch of Fannie Lou Hamer
    ERICA AM F E IN C D OI YOUR V Fannie Lou Hamer: A Biographical Sketch By Maegan Parker Brooks, PhD “I question America. Is this America, the land of the free and the home of the brave, where we have to sleep with our telephones off the hook because our lives be threatened daily, because we want to live as decent human beings, in America?” With this critical question, delivered at the 1964 Democratic National Convention, Fannie Lou Hamer became revered across the nation. Malcolm X referred to her as the “country’s number one freedom fighting woman” and rumor has it Martin Luther King, Jr—though he loved her dearly— feared being upstaged by Hamer’s soul-stirring speeches. Over her lifetime (1917-1977), Fannie Lou Hamer traveled from the Delta of Mississippi to the Atlantic City Boardwalk, from Washington, D.C. to Washington State, from Madison, Wisconsin to Conakry, Guinea—always proclaiming the social gospel that all human beings are created equal and that all people are entitled to basic rights of food, FIGURE 1: Fannie Lou Hamer addresses the shelter, dignity, and a voice in the government to 1964 Democratic National Convention. which they belong. Fannie Lou Hamer held strong convictions, but she was no idealist. Born the twentieth child of James Lee and Lou Ella Townsend, Fannie Lou and her large family struggled to survive as sharecroppers on plantations controlled by Whites. As an outgrowth of slavery, the sharecropping system was largely designed to keep Black people indebted to White landowners. This economic control held social and political implications as well.
    [Show full text]
  • University of Saint Joseph Presents Civil Rights Film Series
    FOR IMMEDIATE RELEASE Contact: Steven Raider Ginsburg, Director, Autorino Center for the Arts, USJ Telephone: 860.231.5529 Email: [email protected] UNIVERSITY OF SAINT JOSEPH PRESENTS CIVIL RIGHTS FILM SERIES WEST HARTFORD, Conn. (Apr. 6, 2021) – The University of Saint Joseph presents a three- part Civil Rights Film Series, curated by Dr. Pablo Correa, Dr. Anthony De Jesús, and Steven Raider-Ginsburg. The film series is virtual, consisting of the film and post-film panel discussion with the filmmaker and additional panelists. The film series runs on Thursdays, April 8, April 15 and April 22 at 7 p.m. Tickets are free of charge and can be obtained online at autorino.usj.edu “Our virtual events have successfully been able to provide our students and community audiences with continued thought-provoking and artistically exciting work this year,” says Steven Raider-Ginsburg, Autorino Center Director. “With continued attention towards ending racism in all forms and renewed attention at voting rights, this is the perfect time for a Civil Rights Film Series and discussion.” Dr. Pablo Correa, a new faculty member and Director of the Digital Media and Communication degree, is a filmmaker who worked on Fannie Lou Hamer’s America, the first film in the series. “It’s very special to be able to share my work with my new community. I look forward to the post-film conversations and hope that the audiences take advantage of the film’s websites to access learning curriculum and other content,” says Dr. Correa. April 8, 2021, 7 P.M. Fannie Lou Hamer’s America is the first full-length documentary of its kind, allowing Hamer, an important and often overlooked figure of the civil rights movement, to tell her own story in her own words by means of archival audio and video footage.
    [Show full text]
  • FANNIE LOU HAMER a Historical Time Line
    FANNIE LOU HAMER A Historical Time Line October 6, 1917 Fannie Lou Townsend is born in Montgomery County, Mississippi. May 21, 1918 The U.S. House of Representatives passes the Nineteenth Amendment to the Constitution, granting women the right to vote. February 14, 1920 The League of Women Voters is founded, with the goal of giving women a stronger role in public affairs. May 2, 1927 In Buck v. Bell, by a vote of 8–1, the U.S. Supreme Court affirms the constitutionality of Virginia’s law allowing state-enforced sterilization. In 1962, while undergoing surgery to remove a small tumor, Hamer will receive a hysterectomy without her consent or prior knowledge. 1944 Fannie Lou Townsend marries Perry “Pap” Hamer. May 17, 1954 In Brown v. Board of Education of Topeka, Kansas, the U.S. Supreme Court declares school segregation unconstitutional. May 6, 1960 The Civil Rights Act of 1960 is signed into law by President Eisenhower; it includes measures against discriminatory voting practices. 1963 Hamer finally succeeds in registering to vote. From June 9–12, she is arrested and brutally beaten while in police custody. 1964 Hamer runs for Congress in the Mississippi state Democratic primary. On June 19, after an eighty-three-day filibuster, the U.S. Senate passes the Civil Rights Act of 1964, prohibiting discrimination based on race, color, religion, sex, or national origin. On August 22, in a televised appearance, Hamer addresses the Democratic National Convention’s Credentials Committee about the problems she encountered in registration and her beating in jail. President Johnson calls a press conference at the same time as her speech to prevent her voice from being heard, but her speech is aired later by many television networks.
    [Show full text]
  • Septima Clark and Fannie Lou Hamer By
    Toni Rush Voter Registration Voter Registration The Role of Female Leadership within the Civil Rights Movement: Septima Clark and Fannie Lou Hamer By: Toni Rush Senior Seminar: HST 499 Professor John L. Rector Western Oregon University May 27th, 2010 Readers Professor Kimberly Jensen Professor Penelope Brownell Copyright © Toni Rush, 2010 Toni Rush Voter Registration The roles of women within the civil rights movement have historically been unappreciated. When grade school students, and those in high school, learn of the civil rights movement they are given names that are said to be the most important during the time period, names such as Martin Luther King Jr. and Malcolm X. These names do not usually include women such as Fannie Lou Hamer or Septima Clark. “Too often the African American women who participated in the movement remain invisible, elusive, or unappreciated.”1 While much of the emphasis in the civil rights movement is put on male leaders and ministers of the time, the reality is that only about 10% of the ministers within the South were actually active in the movement.2 Women played a significant role in the civil rights movement by being organizers, participants, and most importantly leaders who provided guidance and direction. In “Men Led, but Women Organized,” Charles Payne discusses the importance of women and their leadership roles within the movement. “Women canvassed more than men, showed up more often at mass meetings and demonstrations, and more frequently attempted to register to vote.”3 Women were involved in voter registration, led meetings in town halls, participated in church groups, and held political rallies.
    [Show full text]
  • Fannie Lou Hamer, Dorothy Height, and Viola Liuzzo: Not
    FANNIE LOU HAMER, DOROTHY HEIGHT, AND VIOLA LIUZZO: NOT JUST A DREAM, INITIATORS FOR EQUALITY by JENNIFER M. BARNETT DoVEANNA S. FULTON MINOR, COMMITTEE CHAIR BRITTNEY COOPER NIRMALA EREVELLES A THESIS Submitted in partial fulfillment of requirements for the degree of Master of Arts in Women’s Studies in the Department of Gender and Race in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2012 Copyright Jennifer M. Barnett 2012 ALL RIGHTS RESERVED ABSTRACT This thesis uses the standpoint theory and lived experiences method, introduced by Patricia Hill Collins and Sandra Harding, to examine the lives of three women who were active in fighting for equality. My research indicates their motives for publicly fighting racism stem from their childhoods, a strong sense of social justice, and the desire to create a safer world. The first chapter discusses the Civil Rights Movement. I discuss gender roles, race, and class. The discussion of using structural violence, systematic oppression, accusations of mental instability, and disabilities are also introduced; showing how they all intersect during movements. The chapter presents the concept as whiteness as property, a concept researched and introduced by Cheryl I. Harris. The second chapter acknowledges the work of Dorothy Height. Height used her education, class standing to fight for equality. Facing sexism and racism, Height instigated many of the most well-known marches and platforms for equality among races; sharing the stage with Dr. Martin Luther King, Jr. The third chapter recognizes Viola Liuzzo from Detroit, Michigan. Liuzzo came south to challenge the violence and mistreatment accompanying the struggle for civil rights.
    [Show full text]
  • Fannie Lou Hamer's Pastoral and Prophetic Styles of Leadership As
    University of Montana ScholarWorks at University of Montana Undergraduate Theses and Professional Papers 2015 Tell It On the Mountain: Fannie Lou Hamer’s Pastoral and Prophetic Styles of Leadership as Acts of Public Prayer Breanna K. Barber University of Montana - Missoula, [email protected] Follow this and additional works at: https://scholarworks.umt.edu/utpp Part of the Women's History Commons Let us know how access to this document benefits ou.y Recommended Citation Barber, Breanna K., "Tell It On the Mountain: Fannie Lou Hamer’s Pastoral and Prophetic Styles of Leadership as Acts of Public Prayer" (2015). Undergraduate Theses and Professional Papers. 29. https://scholarworks.umt.edu/utpp/29 This Professional Paper is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in Undergraduate Theses and Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. TELL IT ON THE MOUNTAIN: FANNIE LOU HAMER’S PASTORAL AND PROPHETIC STYLES OF LEADERSHIP AS ACTS OF PUBLIC PRAYER By BREANNA KAY BARBER Undergraduate Professional Paper presented in partial fulfillment of the requirements for the degree of Bachelor of Arts in History University of Montana Missoula, MT May 2015 Approved by: Dr. Tobin Miller-Shearer, African-American Studies ABSTRACT Barber, Breanna, Bachelor of Arts, May 2015 History Tell It On the Mountain: Fannie Lou Hamer’s Pastoral and Prophetic Styles of Leadership as Acts of Public Prayer Faculty Mentor: Dr. Tobin Miller-Shearer Fannie Lou Hamer grew up in an impoverished sharecropping family in Ruleville, Mississippi.
    [Show full text]
  • Fannie Lou Hamer, the Civil Rights Activist
    Grade Level: Adaptable, Fannie Lou Hamer, grades 6-8 the Civil Rights Activist Social Studies, US History, Black History, Women’s History, American Government, Literacy Learning Objectives: Maegan Parker Brooks, A Voice that Could Stir an Army. • To deepen student knowledge of Fannie Lou Further still, several contemporary articles have been Hamer by focusing on her contributions to the Civil written about the 1964 Democratic National Convention Rights Movement Credentials Committee Challenge and Hamer’s pivotal role within the challenge. See, for example, DeNeen • To analyze the significant events, figures, groups, L. Brown, “Civil Rights Crusader Defied Men--and events and strategies of the mid-20th Century Presidents--Who Tried to Silence Her” (also available Movement for Black Freedom as a podcast episode). • To examine the conflict between the Federal and State Governments during the Civil Rights Era Instruction Steps: • To consider the lasting impact of the Civil Rights Anticipatory Set Movement in our contemporary context • To strengthen reading comprehension skills by Step One: Distribute the National Archives, “Analyze answering questions in response to a video, a sound a Video” worksheet and pique student interest in the recording, a speech transcript, and an article day’s lesson by showing the American Experience video segment, “Fannie Lou Hamer’s Powerful Testimony.” Provided Materials: Teacher Input • American Experience video segment, “Fannie Lou Hamer’s Powerful Testimony” (3 min, 40 sec) Step Two: If you are extending upon the “Who is Fannie Lou Hamer?” lesson plan, you may wish to • Complete audio recording of Fannie Lou Hamer’s lead students in a Socratic Seminar regarding Hamer’s 1964 Democratic National Convention Speech political contributions to refresh their memories.
    [Show full text]