Creating a Truth and Reconciliation Commission for Lynching
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Blacks and Asians in Mississippi Masala, Barriers to Coalition Building
Both Edges of the Margin: Blacks and Asians in Mississippi Masala, Barriers to Coalition Building Taunya Lovell Bankst Asians often take the middle position between White privilege and Black subordination and therefore participate in what Professor Banks calls "simultaneous racism," where one racially subordinatedgroup subordi- nates another. She observes that the experience of Asian Indian immi- grants in Mira Nair's film parallels a much earlier Chinese immigrant experience in Mississippi, indicatinga pattern of how the dominantpower uses law to enforce insularityamong and thereby control different groups in a pluralistic society. However, Banks argues that the mere existence of such legal constraintsdoes not excuse the behavior of White appeasement or group insularityamong both Asians and Blacks. Instead,she makes an appealfor engaging in the difficult task of coalition-buildingon political, economic, socialand personallevels among minority groups. "When races come together, as in the present age, it should not be merely the gathering of a crowd; there must be a bond of relation, or they will collide...." -Rabindranath Tagore1 "When spiders unite, they can tie up a lion." -Ethiopian proverb I. INTRODUCTION In the 1870s, White land owners recruited poor laborers from Sze Yap or the Four Counties districts in China to work on plantations in the Mis- sissippi Delta, marking the formal entry of Asians2 into Mississippi's black © 1998 Asian Law Journal, Inc. I Jacob A. France Professor of Equality Jurisprudence, University of Maryland School of Law. The author thanks Muriel Morisey, Maxwell Chibundu, and Frank Wu for their suggestions and comments on earlier drafts of this Article. 1. -
418GBJ Web.Pdf
April 2018 Volume 23, Number 6 From the Executive GEORGIA BAR Director: Website and Directory Enhancements to Benefit Bar Members and the Public Financial Institutions: JOURNAL Protecting Elderly Clients From Financial Exploitation Bending the Arc: Georgia Lawyers in the Pursuit of Social Justice Writing Matters: What e-Filing May Mean to Your Writing 2018 ANNUAL MEETING Amelia Island, Fla. | June 7-10 GEORGIA LAWYERS HELPING LAWYERS Georgia Lawyers Helping Lawyers (LHL) is a new confidential peer-to-peer program that will provide u colleagues who are suffering from stress, depression, addiction or other personal issues in their lives, with a fellow Bar member to be there, listen and help. The program is seeking not only peer volunteers who have experienced particular mental health or substance use u issues, but also those who have experience helping others or just have an interest in extending a helping hand. For more information, visit: www.GeorgiaLHL.org ADMINISTERED BY: DO YOUR EMPLOYEE BENEFITS ADD UP? Finding the right benets provider doesn’t have to be a calculated risk. Our oerings range from Health Coverage to Disability and everything in between. Through us, your rm will have access to unique cost savings opportunities, enrollment technology, HR Tools, and more! The Private Insurance Exchange + Your Firm = Success START SHOPPING THE PRIVATE INSURANCE EXCHANGE TODAY! www.memberbenets.com/gabar OR CALL (800) 282-8626 APRIL 2018 HEADQUARTERS COASTAL GEORGIA OFFICE SOUTH GEORGIA OFFICE 104 Marietta St. NW, Suite 100 18 E. Bay St. 244 E. Second St. (31794) Atlanta, GA 30303 Savannah, GA 31401-1225 P.O. -
Dealing with Jim Crow
Dealing and Responding to Jim Crow Introduction Research Questions On February 26, 1877, a compromise was made to settle the disputed presidential election of 1876 within the walls of the Wormley Hotel in Washington D.C. If Republicans would end the to Consider post-Civil War military occupation of the South, then the Democrats would allow Republican How did Washington, candidate Rutherford B. Hayes to become president. The compromise signaled the beginning Du Bois, and Wells- of a post-war reconciliation of white Americans from the North and South. However, removing Barnett individually respond to the conflict troops from the South meant that African Americans would be at the mercy of white of racism during the Jim Southerners (many of whom were or sympathized with former Confederates), and Democrat- Crow Era? How did they controlled state governments who wanted to see African Americans returned to their rightful respond to one place in Southern society, as politically disenfranchised and uneducated labor. another? Nevertheless, it was ironic that the compromise, known as the Compromise of 1877, took How did the African place at the Wormley Hotel, owned by James Wormley, a wealthy and well-connected black American community entrepreneur. Wormley’s Hotel was located in Layafette Square, near the White House. James respond to Washington, Du Bois and Wells- Wormley and his hotel were known internationally for their elegance, excellent hospitality, and Barnett? delicious catering. Royalty, dignitaries, and Washington’s elite including: presidents, cabinet members, Congressmen, Supreme Court justices, military officers, and business leaders What was the effect on considered Wormley a confidant and excellent host. -
Human Rights Violations in Apartheid South Africa
southern africa PERSPECTIVE, No. 1/83 HUMAN RIGHTS VIOLATIONS IN APARTHEID SOUTH AFRICA In 1982, the South African Government bought space in the Wall Street Journal for 13 ads at $24,000 each. A similar series in the Washington Post cost between $5,200 and $7,200 an ad. All ads showed blacks and whites together in settings implying full equality, as lawyers, students, sportsmen. The ads are part of a sophisticated prop aganda effort which is pushing "the changing face of South Africa." What is not changing in South Africa is the white minority government's commit ment to apartheid. This brief survey of human rights violations demonstrates that what is changing is only the particular methods employed to continue the policy of apartheid. The overwhelming majority of South Africa's people are victims of a racist system which inflicts deprivation, fear and oppression. Those who protest face detention, torture, imprisonment and even death. The Africa Fund (associated with the American Committee on Africa) 198 Broadway 9 New York, NY 10038 POLITICAL CONTROL In South Africa the ruling parliament is elected solely by white voters. Blacks*, who outnumber whites by five to one, are completely disenfranchised. Under new constitutional proposals for a tri cameral parliament, those designated as Coloureds and Indians will be given separate institutions with the whites retaining the monopoly of power. The white chamber will have the largest number of members and will dominate the process of electing a president who will have wide-ranging executive power. The African majority remains totally excluded from this new structure. -
The Brute Caricature
The Brute Caricature MORE PICTURES The brute caricature portrays black men as innately savage, animalistic, destructive, and criminal -- deserving punishment, maybe death. This brute is a fiend, a sociopath, an anti-social menace. Black brutes are depicted as hideous, terrifying predators who target helpless victims, especially white women. Charles H. Smith (1893), writing in the 1890s, claimed, "A bad negro is the most horrible creature upon the earth, the most brutal and merciless"(p. 181). Clifton R. Breckinridge (1900), a contemporary of Smith's, said of the black race, "when it produces a brute, he is the worst and most insatiate brute that exists in human form" (p. 174). George T. Winston (1901), another "Negrophobic" writer, claimed: When a knock is heard at the door [a White woman] shudders with nameless horror. The black brute is lurking in the dark, a monstrous beast, crazed with lust. His ferocity is almost demoniacal. A mad bull or tiger could scarcely be more brutal. A whole community is frenzied with horror, with the blind and furious rage for vengeance.(pp. 108-109) During slavery the dominant caricatures of blacks -- Mammy, Coon, Tom, and picaninny -- portrayed them as childlike, ignorant, docile, groveling, and generally harmless. These portrayals were pragmatic and instrumental. Proponents of slavery created and promoted images of blacks that justified slavery and soothed white consciences. If slaves were childlike, for example, then a paternalistic institution where masters acted as quasi-parents to their slaves was humane, even morally right. More importantly, slaves were rarely depicted as brutes because that portrayal might have become a self-fulfilling prophecy. -
Study Guide for the Georgia History Exemption Exam Below Are 99 Entries in the New Georgia Encyclopedia (Available At
Study guide for the Georgia History exemption exam Below are 99 entries in the New Georgia Encyclopedia (available at www.georgiaencyclopedia.org. Students who become familiar with these entries should be able to pass the Georgia history exam: 1. Georgia History: Overview 2. Mississippian Period: Overview 3. Hernando de Soto in Georgia 4. Spanish Missions 5. James Oglethorpe (1696-1785) 6. Yamacraw Indians 7. Malcontents 8. Tomochichi (ca. 1644-1739) 9. Royal Georgia, 1752-1776 10. Battle of Bloody Marsh 11. James Wright (1716-1785) 12. Salzburgers 13. Rice 14. Revolutionary War in Georgia 15. Button Gwinnett (1735-1777) 16. Lachlan McIntosh (1727-1806) 17. Mary Musgrove (ca. 1700-ca. 1763) 18. Yazoo Land Fraud 19. Major Ridge (ca. 1771-1839) 20. Eli Whitney in Georgia 21. Nancy Hart (ca. 1735-1830) 22. Slavery in Revolutionary Georgia 23. War of 1812 and Georgia 24. Cherokee Removal 25. Gold Rush 26. Cotton 27. William Harris Crawford (1772-1834) 28. John Ross (1790-1866) 29. Wilson Lumpkin (1783-1870) 30. Sequoyah (ca. 1770-ca. 1840) 31. Howell Cobb (1815-1868) 32. Robert Toombs (1810-1885) 33. Alexander Stephens (1812-1883) 34. Crawford Long (1815-1878) 35. William and Ellen Craft (1824-1900; 1826-1891) 36. Mark Anthony Cooper (1800-1885) 37. Roswell King (1765-1844) 38. Land Lottery System 39. Cherokee Removal 40. Worcester v. Georgia (1832) 41. Georgia in 1860 42. Georgia and the Sectional Crisis 43. Battle of Kennesaw Mountain 44. Sherman's March to the Sea 45. Deportation of Roswell Mill Women 46. Atlanta Campaign 47. Unionists 48. Joseph E. -
The Attorney General's Ninth Annual Report to Congress Pursuant to The
THE ATTORNEY GENERAL'S NINTH ANNUAL REPORT TO CONGRESS PURSUANT TO THE EMMETT TILL UNSOLVED CIVIL RIGHTS CRIME ACT OF 2007 AND THIRD ANNUALREPORT TO CONGRESS PURSUANT TO THE EMMETT TILL UNSOLVEDCIVIL RIGHTS CRIMES REAUTHORIZATION ACT OF 2016 March 1, 2021 INTRODUCTION This is the ninth annual Report (Report) submitted to Congress pursuant to the Emmett Till Unsolved Civil Rights Crime Act of2007 (Till Act or Act), 1 as well as the third Report submitted pursuant to the Emmett Till Unsolved Civil Rights Crimes Reauthorization Act of 2016 (Reauthorization Act). 2 This Report includes information about the Department of Justice's (Department) activities in the time period since the eighth Till Act Report, and second Reauthorization Report, which was dated June 2019. Section I of this Report summarizes the historical efforts of the Department to prosecute cases involving racial violence and describes the genesis of its Cold Case Int~~ative. It also provides an overview ofthe factual and legal challenges that federal prosecutors face in their "efforts to secure justice in unsolved Civil Rights-era homicides. Section II ofthe Report presents the progress made since the last Report. It includes a chart ofthe progress made on cases reported under the initial Till Act and under the Reauthorization Act. Section III of the Report provides a brief overview of the cases the Department has closed or referred for preliminary investigation since its last Report. Case closing memoranda written by Department attorneys are available on the Department's website: https://www.justice.gov/crt/civil-rights-division-emmett till-act-cold-ca e-clo ing-memoranda. -
A History Lesson: Reparations for What?
Georgetown University Law Center Scholarship @ GEORGETOWN LAW 2003 A History Lesson: Reparations for What? Emma Coleman Jordan Georgetown University Law Center, [email protected] This paper can be downloaded free of charge from: https://scholarship.law.georgetown.edu/facpub/102 58 N.Y.U. Ann. Surv. Am. L. 557-613 (2003) This open-access article is brought to you by the Georgetown Law Library. Posted with permission of the author. Follow this and additional works at: https://scholarship.law.georgetown.edu/facpub Part of the Law and Society Commons, and the Litigation Commons GEORGETOWN LAW Faculty Publications January 2010 A History Lesson: Reparations for What? 58 N.Y.U. Ann. Surv. Am. L. 557-613 (2003) Emma Coleman Jordan Professor of Law Georgetown University Law Center [email protected] This paper can be downloaded without charge from: Scholarly Commons: http://scholarship.law.georgetown.edu/facpub/102/ Posted with permission of the author A HISTORY LESSON: REPARATIONS FOR WHAT? EMMA COLEMAN jORDAN* A major difficulty facing the reparations-for-slavery movement is that to date the movement has focused its litigation strategies and its rhetorical effort upon the institution of slavery. While slavery is the root of modern racism, it suffers many defects as the center piece of a reparations litigation strategy. The most important diffi culty is temporal. Formal slavery ended in 1865. Thus, the time line of potentially reparable injury extends to well before the pe riod of any person now living. The temporal difficulty arises from the conventional expectations of civil litigation, which require a harmony of identity between the defendants and the plaintiffs. -
Georgia Historical Society Educator Web Guide
Georgia Historical Society Educator Web Guide Guide to the educational resources available on the GHS website Theme driven guide to: Online exhibits Biographical Materials Primary sources Classroom activities Today in Georgia History Episodes New Georgia Encyclopedia Articles Archival Collections Historical Markers Updated: July 2014 Georgia Historical Society Educator Web Guide Table of Contents Pre-Colonial Native American Cultures 1 Early European Exploration 2-3 Colonial Establishing the Colony 3-4 Trustee Georgia 5-6 Royal Georgia 7-8 Revolutionary Georgia and the American Revolution 8-10 Early Republic 10-12 Expansion and Conflict in Georgia Creek and Cherokee Removal 12-13 Technology, Agriculture, & Expansion of Slavery 14-15 Civil War, Reconstruction, and the New South Secession 15-16 Civil War 17-19 Reconstruction 19-21 New South 21-23 Rise of Modern Georgia Great Depression and the New Deal 23-24 Culture, Society, and Politics 25-26 Global Conflict World War One 26-27 World War Two 27-28 Modern Georgia Modern Civil Rights Movement 28-30 Post-World War Two Georgia 31-32 Georgia Since 1970 33-34 Pre-Colonial Chapter by Chapter Primary Sources Chapter 2 The First Peoples of Georgia Pages from the rare book Etowah Papers: Exploration of the Etowah site in Georgia. Includes images of the site and artifacts found at the site. Native American Cultures Opening America’s Archives Primary Sources Set 1 (Early Georgia) SS8H1— The development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia. Illustration based on French descriptions of Florida Na- tive Americans. -
Read Our Full Report, Death in Florida, Now
USA DEATH IN FLORIDA GOVERNOR REMOVES PROSECUTOR FOR NOT SEEKING DEATH SENTENCES; FIRST EXECUTION IN 18 MONTHS LOOMS Amnesty International Publications First published on 21 August 2017 by Amnesty International Publications International Secretariat Peter Benenson House 1 Easton Street London WC1X 0DW United Kingdom www.amnesty.org Copyright Amnesty International Publications 2017 Index: AMR 51/6736/2017 Original Language: English Printed by Amnesty International, International Secretariat, United Kingdom All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publishers. Amnesty International is a global movement of 3 million people in more than 150 countries and territories, who campaign on human rights. Our vision is for every person to enjoy all the rights enshrined in the Universal Declaration of Human Rights and other international human rights instruments. We research, campaign, advocate and mobilize to end abuses of human rights. Amnesty International is independent of any government, political ideology, economic interest or religion. Our work is largely financed by contributions from our membership and donations Table of Contents Summary ..................................................................................................................... 1 ‘Bold, positive change’ not allowed ................................................................................ -
Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future
DOCUMENT RESUME ED 415 168 SO 028 325 AUTHOR Warnsley, Johnnye R. TITLE Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). INSTITUTION Center for International Education (ED), Washington, DC. PUB DATE 1996-00-00 NOTE 77p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *African Studies; *Apartheid; Black Studies; Foreign Countries; Global Education; Instructional Materials; Interdisciplinary Approach; Peace; *Racial Discrimination; *Racial Segregation; Secondary Education; Social Studies; Teaching Guides IDENTIFIERS African National Congress; Mandela (Nelson); *South Africa ABSTRACT This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently, occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9)"A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 00 I- 4.1"Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future" A Curriculum Unit HERE SHALL watr- ALL 5 HALLENTOEQUALARTiii. 41"It AFiacAPLAYiB(D - Wad Lli -WIr_l clal4 I.4.4i-i PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY (4.)L.ct.0-Aou-S TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Johnnye R. -
1921 Tulsa Race Riot Reconnaissance Survey
1921 Tulsa Race Riot Reconnaissance Survey Final November 2005 National Park Service U.S. Department of the Interior CONTENTS INTRODUCTION 1 Summary Statement 1 Bac.ground and Purpose 1 HISTORIC CONTEXT 5 National Persp4l<live 5 1'k"Y v. f~u,on' World War I: 1896-1917 5 World W~r I and Postw~r ( r.: 1!1t7' EarIV 1920,; 8 Tulsa RaCR Riot 14 IIa<kground 14 TI\oe R~~ Riot 18 AIt. rmath 29 Socilot Political, lind Economic Impa<tsJRamlt;catlon, 32 INVENTORY 39 Survey Arf!a 39 Historic Greenwood Area 39 Anla Oubi" of HiOlorK G_nwood 40 The Tulsa Race Riot Maps 43 Slirvey Area Historic Resources 43 HI STORIC GREENWOOD AREA RESOURCeS 7J EVALUATION Of NATIONAL SIGNIFICANCE 91 Criteria for National Significance 91 Nalional Signifiunce EV;1lu;1tio.n 92 NMiol\ill Sionlflcao<e An.aIYS;s 92 Inl~ri ly E~alualion AnalY'is 95 {"",Iu,ion 98 Potenl l~1 M~na~menl Strategies for Resource Prote<tion 99 PREPARERS AND CONSULTANTS 103 BIBUOGRAPHY 105 APPENDIX A, Inventory of Elltant Cultural Resoun:es Associated with 1921 Tulsa Race Riot That Are Located Outside of Historic Greenwood Area 109 Maps 49 The African American S«tion. 1921 51 TI\oe Seed. of c..taotrophe 53 T.... Riot Erupt! SS ~I,.,t Blood 57 NiOhl Fiohlino 59 rM Inva.ion 01 iliad. TIll ... 61 TM fighl for Standp''''' Hill 63 W.II of fire 65 Arri~.. , of the Statl! Troop< 6 7 Fil'lal FiOlrtino ~nd M~,,;~I I.IIw 69 jii INTRODUCTION Summary Statement n~sed in its history.