SELMA, 1965 and the RIGHT to VOTE “At Times History and Fate
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Poem/Essay Contest
Dr. Martin Luther King, Jr. 2020 POEM/ESSAY CONTEST African Americans and the Vote 2020’s theme for Black History Month is “African Americans and the Vote,” as it speaks to the ongoing struggle on the part of both black men and women throughout American History. One of Dr. Martin Luther King Jr.’s 1957 speech, “Give Us the Ballot,” aimed at increasing voter registration and advocating voting rights for African Americans in the United States while addressing key changes that would result in African Americans regaining voting rights. POEM CONTEST (Grades 1-4 ) Write a poem about Dr. Martin Luther King, Jr. and include the phrase “Give Us the Ballot” from his 1957 speech which supported voting rights for African Americans in the United States. Contest Rules: · Open to all Yonkers students in grades 1-4; one entry per student · All entries must include a cover page with the student’s name, grade level, school, home address and contact phone number · Winning poem will be displayed at Yonkers City Hall and posted online · One winner will be chosen from grades 1-4 · Winner will be selected to read their poem at the Yonkers’ Black History Month Celebration on February 27, 2020 at Yonkers City Hall ESSAY CONTEST (Grades 5-8 ) Submit a 2-page essay comparing the Voting Rights Act of 1965 vs. the voting changes of 2020. (Double spaced, 12pt font, Times New Roman) Contest Rules: · Open to all Yonkers students in grades 5-8; one entry per student · All entries must include a cover page with the student’s name, grade level, school, home address and -
Viewer's Guide
SELMA T H E BRIDGE T O T H E BALLOT TEACHING TOLERANCE A PROJECT OF THE SOUTHERN POVERTY LAW CENTER VIEWER’S GUIDE GRADES 6-12 Selma: The Bridge to the Ballot is the story of a courageous group of Alabama students and teachers who, along with other activists, fought a nonviolent battle to win voting rights for African Americans in the South. Standing in their way: a century of Jim Crow, a resistant and segregationist state, and a federal govern- ment slow to fully embrace equality. By organizing and marching bravely in the face of intimidation, violence, arrest and even murder, these change-makers achieved one of the most significant victories of the civil rights era. The 40-minute film is recommended for students in grades 6 to 12. The Viewer’s Guide supports classroom viewing of Selma with background information, discussion questions and lessons. In Do Something!, a culminating activity, students are encouraged to get involved locally to promote voting and voter registration. For more information and updates, visit tolerance.org/selma-bridge-to-ballot. Send feedback and ideas to [email protected]. Contents How to Use This Guide 4 Part One About the Film and the Selma-to-Montgomery March 6 Part Two Preparing to Teach with Selma: The Bridge to the Ballot 16 Part Three Before Viewing 18 Part Four During Viewing 22 Part Five After Viewing 32 Part Six Do Something! 37 Part Seven Additional Resources 41 Part Eight Answer Keys 45 Acknowledgements 57 teaching tolerance tolerance.org How to Use This Guide Selma: The Bridge to the Ballot is a versatile film that can be used in a variety of courses to spark conversations about civil rights, activism, the proper use of government power and the role of the citizen. -
Educator's Guide
Holiday House Educator’s Guide Because They Marched The People’s Campaign for Voting Rights That Changed America Russell Freedman Grades 5 up HC: 978-0-8234-2921-9 • e-book: 978-0-8234-3263-9 • $20.00 Illustrated with photographs. Includes a time line, source notes, a bibliography, and an index. ALA Notable Children’s Book A Kirkus Reviews Best Children’s Book A Booklist Editors’ Choice ★ “A beautifully written narrative that is moving as well as informative.” —Booklist, starred review ★ “Richly illustrated.” —Kirkus Reviews, starred review ★ “Clear, concise storytelling.” —Publishers Weekly, starred review About the Book For the 50th anniversary of the march for voting rights from Selma to Montgomery, Alabama, Newbery Medalist Russell Freedman has written a riveting account of this pivotal event in the history of civil rights. In the early 1960s, tensions in the segregated South intensified. Tired of reprisals for attempting to register to vote, Selma’s black community began to protest. The struggle received nationwide attention in January 1965, when Dr. Martin Luther King, Jr. led a voting rights march and was attacked by a segregationist. In February, the shooting of an unarmed demonstrator by an Alabama state trooper inspired a march from Selma to the state capital, an event that got off to a horrific start on March 7 as law officers attacked peaceful demonstrators. Broadcast throughout the world, the violence attracted widespread outrage and spurred demonstrators to complete the march at any cost. Illustrated with more than forty photographs, this is an essential chronicle of events every American should know. www.HolidayHouse.com Pre-Reading Activity The Fifteenth Amendment to the United States Constitution was ratified on February 3, 1870. -
I've Seen the Promised Land: a Letter to Amelia Boynton Robinson Mauricio E
SURGE Center for Public Service 1-20-2014 I've Seen the Promised Land: A Letter to Amelia Boynton Robinson Mauricio E. Novoa Gettysburg College Follow this and additional works at: https://cupola.gettysburg.edu/surge Part of the African American Studies Commons, Cultural History Commons, Inequality and Stratification Commons, Latin American Languages and Societies Commons, Latin American Studies Commons, Oral History Commons, Race and Ethnicity Commons, Social History Commons, and the United States History Commons Share feedback about the accessibility of this item. Novoa, Mauricio E., "I've Seen the Promised Land: A Letter to Amelia Boynton Robinson" (2014). SURGE. 43. https://cupola.gettysburg.edu/surge/43 This is the author's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution. Cupola permanent link: https://cupola.gettysburg.edu/surge/43 This open access blog post is brought to you by The uC pola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The uC pola. For more information, please contact [email protected]. I've Seen the Promised Land: A Letter to Amelia Boynton Robinson Abstract You asked if I had any thoughts or comments at the end of our visit, and I stood and said nothing. I opened my mouth, but instead of giving you words my throat was sealed by a dam of speechlessness while my eyes wept out all the emotions and heartache that I wanted to share with you. The others in my group were able to express their admiration, so I wanted to do the same. -
Give Us the Ballot CRA Newsreel 7/4/64 Now, in This Summer of 1964
Ep 5: Give us the Ballot CRA Newsreel 7/4/64 Now, in this summer of 1964, the Civil Rights Bill is the law of the land. Congress passes the most sweeping Civil Rights Bill ever to be written into the law and thus reaffirms the conception of equality => for all men that began with Lincoln and the Civil War 100 years ago. July 2nd, 1964, was a good day for Lyndon Johnson. Before an audience of legislators and civil rights leaders who have labored long and hard for passage of the bill, President Johnson calls for all Americans to back what he calls a turning point in history. The landmark Civil Rights Act of 1964 was indeed a turning point in the country's long and bloody struggle for racial justice, and a hard-won feather in LBJ's cap. But important as it was, for the civil rights movement, it was only a beginning. Rhonda Williams African-Americans were under no illusion that the Civil Rights Act was going to be sufficient. Rhonda Y. Williams teaches American History at Vanderbilt University. Williams For them, it was not merely about integration -- about being able to sit in a restaurant, to ride on a bus, to get an equal education. It was also about how one could access political power to challenge the white political systems in the South, to make sure that African-Americans had the vote, that they had the ability in the political realm to make decisions about who represented them. This is something that Lyndon Baines Johnson, coming off of the Civil Rights Act of 1964, understood. -
1 Reverend C.T. Vivian, in Memoriam August 21, 2020 During the Civil
Reverend C.T. Vivian, In Memoriam August 21, 2020 During the Civil Rights Movement many Americans bravely urged our nation to keep its promise of equality for all, but very few met the face of racism, violence, and fear with a clarion call for justice that remains seared in the national memory. “We are willing to be beaten for democracy and you misuse democracy in the streets”1 once said a young Cordy Tindell (“C.T.”) Vivian in Selma, Alabama to Sheriff Jim Clark, as Vivian led a peaceful Black voter registration march in 1965. Reverend Vivian offered these words after Sheriff Clark, acting under color of law, punched Vivian in the mouth on the Selma courthouse steps in front of television cameras with force so great that it both made Vivian bleed and broke Clark’s hand. This moment crystalized the contest and cost of facing segregation, injustice, and brutality with courage, fortitude, and selflessness. Sheriff Clark became a face of injustice, and Vivian the face of Americans seeking justice. C.T. Vivian was an unrelenting advocate for non-violent change to which he was inalterably committed throughout his life. Recalling the courthouse confrontation, Vivian recounted, “with Jim Clark it was a clear engagement…you do not walk away from that you continue to answer it.”2 In his words, “We have proven that we can solve social problems without violence if we choose.”3 C.T. Vivian spoke of Black Americans’ aspiration for equality, and, as we would learn, he spoke of destiny. He was a fearless fighter for equality in a cause that was paved with his sacrifices and those of so many others. -
The Political Thought of Martin Luther King, Jr
POSC 351 The Political Thought of Martin Luther King, Jr. Winter 2013 Prof: Barbara Allen Tues Thurs WCC239 WCC 231 Mon – Thurs by appointment 10:10- 11:55 Sign up Using Moodle The Course This interdisciplinary seminar will examine the speeches, sermons, and writings of Rev. Dr. Martin Luther King, Jr. We will study King’s ideas as part of the larger discourse of non-violence and social justice that is foundational to King’s political action. King’s articulation of these ideas can be understood in several contexts: as part of a tradition of African-American political thought, as embedded in African-American Christian tradition, as a contribution to American civil religion, as an example of self-governing, vigilant citizenship expressed by The Federalist, and as part of an American tradition of optimism and eclectic liberal philosophy and action. We will look at King’s ideas in the context of the civil rights movement using historical assessments of the movement and its goals and through the lens of contemporary models of collective action, especially the dilemmas of coordinated, voluntary political participation. One of our goals will be to draw out the complexities of these ideas to see how they challenge the practice of democracy in the US and liberal political theory today. We will also look more broadly at the pan-African anti-colonial struggle with writings from three contemporaries of King, Frantz Fanon, Albert Memmi, and Amilcar Cabral. The reciprocal influences of these writers help us add another dimension to our study of liberation, civil rights, and social justice as a global challenge. -
Interview with Rev. Dana Greeley November 22, 1985 Selma, Alabama Production Team: C Camera Rolls: 561-563 Sound Rolls: 1527-1529 Interviewer: Callie Crossley
Interview with Rev. Dana Greeley November 22, 1985 Selma, Alabama Production Team: C Camera Rolls: 561-563 Sound Rolls: 1527-1529 Interviewer: Callie Crossley Interview gathered as part of Eyes on the Prize: America's Civil Rights Years (1954-1965) Produced by Blackside, Inc. Housed at the Washington University Film and Media Archive, Henry Hampton Collection. Preferred Citation Interview with Rev. Dana Greeley, conducted by Blackside, Inc. on November 22, 1985, for Eyes on the Prize: America’s Civil Rights Years (1954-1965). Washington University Libraries, Film and Media Archive, Henry Hampton Collection. Note: These transcripts contain material that did not appear in the final program. Only text appearing in bold italics was used in the final version of Eyes on the Prize. 00:00:02:00 [camera roll 561] [sound roll 1527] [slate] CAMERA CREW MEMBER 1: ROLLING. [sync tone] INTERVIEWER: OH, ACTUALLY NO I’M NOT, I’M SORRY. [wild audio] INTERVIEW: I FORGOT TO GIVE MY SPEECH. I’M SORRY. I’M SO ACCUSTOMED TO GIVING A LITTLE SPEECH BEFORE AND I FORGOT TO– Greeley: [laughs]I haven’t heard your speech before, you go ahead. INTERVIEWER: THIS IS MY LITTLE SPEECH: MY VOICE IS NOT GOING TO BE HEARD, OK? SO THAT MEANS THAT WHEN YOU ANSWER THE QUESTION TRY TO GIVE ME AS FULL AN ANSWER AS POSSIBLE. SO IF I SAY, “WERE YOU WEARING BROWN SHOES THAT DAY?” YOU WERE SAYING, “THAT DAY I WAS D. Greeley 1 WEARING BROWN SHOES BECAUSE BLAH BLAH.” BECAUSE NOBODY WILL HEAR THE QUESTION THAT I ASK YOU. -
06/27/18 the Battle to Protect the Vote
ASSOCIATED PRESS/LAURA RAUCH PRESS/LAURA ASSOCIATED The Battle to Protect the Vote Voter Suppression Efforts in Five States and Their Effect on the 2014 Midterm Elections By Ben Jealous and Ryan P. Haygood November 2014 WWW.AMERICANPROGRESS.ORG The Battle to Protect the Vote Voter Suppression Efforts in Five States and Their Effect on the 2014 Midterm Elections By Ben Jealous and Ryan P. Haygood November 2014 Contents 1 Introduction and summary 5 Effect of voter suppression in five states 5 Texas 8 Alabama 11 North Carolina 12 Virginia 14 Georgia 16 The antidote to massive voter suppression 18 Conclusion 19 About the authors & acknowledgments 20 Endnotes Introduction and summary “So long as I do not firmly and irrevocably possess the right to vote, I do not possess myself. I cannot make up my mind—it is made up for me. I cannot live as a democratic citizen.”1— Martin Luther King Jr. The right to vote is the cornerstone of American democracy. The free exercise of the franchise is essential to the preservation and protection of all other constitutional rights. It serves as a check on America’s political leaders and as a source of power for citizens. In this way, the vote is a tangible measure both of what we are as a nation and of what we aspire to be. The question that every American should ask is: How can we collectively encour- age more people to participate in the political process? Instead of embracing this important principle of inclusion, however, too many states have recently sought to make it harder for Americans to vote in the 2014 elections through concerted legislative efforts or policy decisions. -
4 Patrimonial and Programmatic Talking About Democracy in a South Indian Village
4 Patrimonial and Programmatic Talking about Democracy in a South Indian Village PAMELA PRICE AND DUSI SRINIVAS How do people in India participate politically, as citizens, clients and/or subjects?1 This query appears in various forms in ongoing debates concerning the extent and nature of civil society, the pitfalls of patronage democracy, and the role of illegal- ity in political practice, to name a few of the several concerns about political spheres in India. A focus for discussion has been the relationship of civil society institutions (with associated principles of equality and fairness) to political spheres driven mainly by political parties and to what Partha Chatterjee desig- nated as ‘political society’.2 Since 2005, with the publication of the monograph, Seeing the State: Governance and Governmentality in India (Corbridge et al.), there is growing support for the argument that political cultures and practices in India, from place to place and time to time, to greater and lesser degrees, include 1. Thanks to those who commented on earlier drafts of this piece when it was presented at the Department of Political Science at the University of Hyderabad, the South Asia Symposium in Oslo, and at the workshop ‘Practices and Experiences of Democracy in Post-colonial Locali- ties’, part of the conference, ‘Democracy as Idea and Practice’ organized by the University of Oslo. We are grateful to K.C. Suri for suggesting the term ‘programmatic’ in our discussions of the findings here. Thanks to the editors of this volume, David Gilmartin and Sten Widmalm for reading and commenting on this piece. -
HSCA Final Report
II. FINDINGS OF THE SELECT COMMITTEE ON ASSASSI- NATIONS IN THE ASSASSINATION OF DR. MARTIN LUTHER KING, JR., IN MEMPHIS, TENN., APRIL 4, 1968 INTRODUCTION : THE CIVIL RIGHTS MOVEMENT AND DR. KING Dr. Martin Luther King, Jr., an eloquent Baptist minister from Atlanta, Ga., was one of the most prominent figures in the civil rights movement in America during its period of most visible achievement, 1955 to 1968. A disciple of nonviolence and love, Dr. King became the victim of savage violence, killed by a sniper's bullet as he stood on the balcony of a Memphis, Tenn., motel on April 4, 1968. His death sig- naled the seeming end of a period of civil rights progress that he had led and for which his life had become a symbol. Dr. King's legacy is one of profound change in the social fabric, not only for Back Americans, but for all citizens. But for some, after his death, as a Washington Post writer observed, "* * * his army of conscience dis- banded, the banners fell, the movement unraveled * * * ." HISTORY OF CIVIL RIGHTS VIOLDNCD(1) Dr. King's tragic death in Memphis in 1968 was not, unfortunately, a historical aberration. The first Blacks arrived in colonial America, at Jamestown, Va., in 1619 as slaves from Africa. As they were dis- persed among Southern plantations, they were deprived of their tra- ditions and separated from the rest of the population by custom and law. Their fate was determined by the white majority. Civil rights violence dates back at least to the mid-18th century, with the slave revolts of that period and their brutal suppression by whites. -
MLK: Human Rights & Dreams & Metaphors Or . . . Justice As a Verb
Valparaiso University Law Review Volume 51 Number 1 Fall 2016 pp.57-68 Fall 2016 MLK: Human Rights & Dreams & Metaphors or . Justice as a Verb Raymond M. Brown Wanda Akin Follow this and additional works at: https://scholar.valpo.edu/vulr Part of the Law and Race Commons Recommended Citation Raymond M. Brown and Wanda Akin, MLK: Human Rights & Dreams & Metaphors or . Justice as a Verb, 51 Val. U. L. Rev. 57 (2016). Available at: https://scholar.valpo.edu/vulr/vol51/iss1/3 This Article is brought to you for free and open access by the Valparaiso University Law School at ValpoScholar. It has been accepted for inclusion in Valparaiso University Law Review by an authorized administrator of ValpoScholar. For more information, please contact a ValpoScholar staff member at [email protected]. Brown and Akin: MLK: Human Rights & Dreams & Metaphors or . Justice as a Ver Transcript MLK: HUMAN RIGHTS & DREAMS & METAPHORS OR . JUSTICE AS A VERB Raymond M. Brown and Wanda Akin* “I say to you today, my friends, though, even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.”1 For today’s conversation, we want to emphasize three truths. First, Dr. Martin Luther King Jr. is a human symbol of an attempt by one wing of the mid-twentieth century civil rights movement to adapt the American dream to embrace blacks. This anticipated adaptation was grounded in the hope that the American dream was open to expansion and that change could be fostered by a Christian activist inspired movement, which believed in “[t]he redemptive power of unmerited suffering .