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STANDING COMMITTEES of the HOUSE Agriculture
STANDING COMMITTEES OF THE HOUSE [Democrats in roman; Republicans in italic; Resident Commissioner and Delegates in boldface] [Room numbers beginning with H are in the Capitol, with CHOB in the Cannon House Office Building, with LHOB in the Longworth House Office Building, with RHOB in the Rayburn House Office Building, with H1 in O’Neill House Office Building, and with H2 in the Ford House Office Building] Agriculture 1301 Longworth House Office Building, phone 225–2171, fax 225–8510 http://agriculture.house.gov meets first Wednesday of each month Collin C. Peterson, of Minnesota, Chair Tim Holden, of Pennsylvania. Bob Goodlatte, of Virginia. Mike McIntyre, of North Carolina. Terry Everett, of Alabama. Bob Etheridge, of North Carolina. Frank D. Lucas, of Oklahoma. Leonard L. Boswell, of Iowa. Jerry Moran, of Kansas. Joe Baca, of California. Robin Hayes, of North Carolina. Dennis A. Cardoza, of California. Timothy V. Johnson, of Illinois. David Scott, of Georgia. Sam Graves, of Missouri. Jim Marshall, of Georgia. Jo Bonner, of Alabama. Stephanie Herseth Sandlin, of South Dakota. Mike Rogers, of Alabama. Henry Cuellar, of Texas. Steve King, of Iowa. Jim Costa, of California. Marilyn N. Musgrave, of Colorado. John T. Salazar, of Colorado. Randy Neugebauer, of Texas. Brad Ellsworth, of Indiana. Charles W. Boustany, Jr., of Louisiana. Nancy E. Boyda, of Kansas. John R. ‘‘Randy’’ Kuhl, Jr., of New York. Zachary T. Space, of Ohio. Virginia Foxx, of North Carolina. Timothy J. Walz, of Minnesota. K. Michael Conaway, of Texas. Kirsten E. Gillibrand, of New York. Jeff Fortenberry, of Nebraska. Steve Kagen, of Wisconsin. Jean Schmidt, of Ohio. -
Implementation of the Helsinki Accords Hearings
BASKET III: IMPLEMENTATION OF THE HELSINKI ACCORDS HEARINGS BEFORE THE COMMISSION ON SECURITY AND COOPERATION IN EUROPE NINETY-SEVENTH CONGRESS FIRST SESSION THE CRISIS IN POLAND AND ITS EFFECTS ON THE HELSINKI PROCESS DECEMBER 28, 1981 Printed for the use of the - Commission on Security and Cooperation in Europe U.S. GOVERNMENT PRINTING OFFICE 9-952 0 'WASHINGTON: 1982 For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402 COMMISSION ON SECURITY AND COOPERATION IN EUROPE DANTE B. FASCELL, Florida, Chairman ROBERT DOLE, Kansas, Cochairman ORRIN G. HATCH, Utah SIDNEY R. YATES, Illinois JOHN HEINZ, Pennsylvania JONATHAN B. BINGHAM, New York ALFONSE M. D'AMATO, New York TIMOTHY E. WIRTH, Colorado CLAIBORNE PELL, Rhode Island MILLICENT FENWICK, New Jersey PATRICK J. LEAHY, Vermont DON RITTER, Pennsylvania EXECUTIVE BRANCH The Honorable STEPHEN E. PALMER, Jr., Department of State The Honorable RICHARD NORMAN PERLE, Department of Defense The Honorable WILLIAM H. MORRIS, Jr., Department of Commerce R. SPENCER OLIVER, Staff Director LYNNE DAVIDSON, Staff Assistant BARBARA BLACKBURN, Administrative Assistant DEBORAH BURNS, Coordinator (II) ] CONTENTS IMPLEMENTATION. OF THE HELSINKI ACCORDS The Crisis In Poland And Its Effects On The Helsinki Process, December 28, 1981 WITNESSES Page Rurarz, Ambassador Zdzislaw, former Polish Ambassador to Japan .................... 10 Kampelman, Ambassador Max M., Chairman, U.S. Delegation to the CSCE Review Meeting in Madrid ............................................................ 31 Baranczak, Stanislaw, founder of KOR, the Committee for the Defense of Workers.......................................................................................................................... 47 Scanlan, John D., Deputy Assistant Secretary for European Affairs, Depart- ment of State ............................................................ 53 Kahn, Tom, assistant to the president of the AFL-CIO .......................................... -
Margaret (Peggy) Roach Papers, 1945-2001, N.D
Women and Leadership Archives Loyola University Chicago Margaret (Peggy) Roach Papers, 1945-2001, n.d. Creator: Roach, Margaret (Peggy), (1927-2006) Extent: 12 linear ft. Location: Processor: Dorothy Hollahan B.V.M., January 17, 2003. Updated by Elizabeth A. Myers, 2007. Updated by Catherine Crosse, 2011. Administration Information Access Restrictions: None Usage Restrictions: Copyright of materials created by Margaret Roach was transferred to WLA Oct. 1 2001. Preferred Citation: Loyola University of Chicago. Women and Leadership Archives. Margaret Roach Papers, 1945-2001. Box #. Folder #. Provenance: Margaret Roach donated this collection to the Women and Leadership Archives of the Ann Ida Gannon B.V.M. Center for Women and Leadership on October 1, 2001 (WLA2001.24) and January 22, 2002 (WLA2002.03). Separations: 3 linear feet of duplicate material. See Also: Women and Leadership Archives-Mundelein Alumnae Files: “Margaret Roach” An Alley in Chicago –The Life and Legacy of Monsignor John J. Egan -Commemorative Edition, by Marjorie Frisbie with an introduction and conclusion by Robert A. Ludwig. Originally published in 1991, the book was reprinted in 2002. See also the University of Notre Dame Archives—Monsignor John J. Egan. Biography Margaret (Peggy) Roach was born on the north side of Chicago, Illinois on May 16, 1927 to James E. and Cecile Duffy Roach. Peggy once told a Chicago Sun Times reporter that she was known as Margaret only to the Social Security Administration. Peggy had three sisters and one brother and has always been a strong family person. Graduating from St. Scholastica High School in 1945 Peggy registered at Mundelein College where she graduated in 1949. -
28001 Hon. Doug Ose Hon. Jeff Miller Hon. Eleanor Holmes
December 20, 2001 EXTENSIONS OF REMARKS 28001 his business was inspiring. His family’s con- HONORING COPELAND AND WI- This year, the Authority completed six years tributions to the religious community in time NONA GRISWOLD ON THEIR 50TH that have brought the District of Columbia out and money are in the record books. WEDDING ANNIVERSARY of the worst financial crisis in a century. To Members of the community called on him cope with this crisis, Congress passed the when something was needed for those who HON. JEFF MILLER District of Columbia Financial Responsibility and Management Assistance Authority Act in were less fortunate. He was always there. He OF FLORIDA 1995. The city had followed several others— was generous to a fault and has set a stand- IN THE HOUSE OF REPRESENTATIVES Philadelphia, New York, and Cleveland among ard for all of us to follow. Thursday, December 20, 2001 them—to junk bond status indicating an inabil- In a Yom Kippur Sermon several years ago, Mr. MILLER of Florida. Mr. Speaker, it is ity to borrow, or insolvency. As with the cities Rabbi Joseph Weinberg, said: my distinct pleasure to announce to you and that preceded them, the District required a ‘‘Always we are commanded to seize the the other members of this distinguished body, ‘‘control board’’ or Authority in order to con- day, to create a life which will be remembered that on December 21, 2001, my in-laws, tinue to borrow the necessary money to func- as a blessing. Not how long, but how well did Copeland and Winona Griswold of Chumuckla, tion. -
Remembering the Struggle for Civil Rights – the Greenwood Sites
rallied a crowd of workers set up shop in a building that stood Union Grove M.B. Church protestors in this park on this site. By 1963, local participation in 615 Saint Charles Street with shouts of “We Civil Rights activities was growing, accel- Union Grove was the first Baptist church in want black power!” erated by the supervisors’ decision to halt Greenwood to open its doors to Civil Rights Change Began Here Greenwood was the commodity distribution. The Congress of activities when it participated in the 1963 midpoint of James Racial Equality (CORE), Council of Federated Primary Election Freedom Vote. Comedian GREENWOOD AND LEFLORE COUNTY, MISSISSIPPI Meredith’s “March Organizations (COFO), Southern Christian and activist Dick Gregory spoke at the church Against Fear” from Memphis to Jackson. in the spring of that year as part of his cam- Carmichael and two other marchers had paign to provide food and clothing to those been arrested for pitching tents on a school left in need after Leflore County Supervisors Birth of a Movement campus. By the time they were bailed out, discontinued federal commodities distribution. “In the meetings everything--- more than 600 marchers and local people uncertainty, fear, even desperation--- had gathered in the park, and Carmichael St. Francis Center finds expression, and there is comfort seized the moment to voice the “black 709 Avenue I power” slogan, which fellow SNCC worker This Catholic Church structure served as a and sustenance in talkin‘ ‘bout it.” Willie Ricks had originated. hospital for blacks and a food distribution – Michael Thelwell, SNCC Organizer center in the years before the Civil Rights First SNCC Office Movement. -
Dorothy Sue Cobble, “Women and Politics, 1920-1970,” in Princeton Encyclopedia of U.S
Political History women and politics, 1920<n->70 1 Dorothy Sue Cobble, “Women and Politics, 1920-1970,” in Princeton Encyclopedia of U.S. Political History, edited by Michael Kazin (Princeton, NJ: Princeton University Press, 2009). On August 26, 1970, thousands of women in cities across the country thronged the streets in celebration of the fiftieth anniversary of the ratification of the suffrage amendment, the Nineteenth Amendment to the U.S. Constitution, which granted women the right to vote. The Women’s Strike for Equality march, one of the largest demonstrations for women’s rights in U.S. history, represented a new era in the history of women’s reform in which long-standing assumptions about men and women would crumble and institutions, laws, and policies would be redesigned to reflect a new gender order. The 1920 passage of the Nineteenth Amendment also marked a turning point in women’s history, although voting rights for African American women in the southern states would not be secured until the 1965 Voting Rights Act ended almost a century of black male and female disenfranchisement in that region. <A>Women’s Political Power in the Wake of the Nineteenth Amendment Winning the constitutional right to vote for the vast majority of American women was a milestone in the history of women’s political citizenship. Yet women voted in several states before 1920, when full political rights for women, including equal access to officeholding and representation in the two major political parties and in government, were far from secure. The first woman in the U.S. -
Black Studies: a Political Perspective
BLACK STUDIES: A POLITICAL PERSPECTIVE Michael Thelwell The two things that we black folk need most is a lot of patience and a sense of irony. --Junebug Jabbo Jones, Pool Hall Address "Don't Let White Folks Run You Crazy," Jackson, Mississippi, October 2, 1964. Any attempt to discuss the question of what has come to be called "Black Studies," or "ethnic studies" as they say in California, that incubator of meaningless pop jargon, outside of a political perspective is futile. The demands on the part of black students and their activist mentors is a response to political realities in the black community. The considerations out of which these pressures come are clear, so clear in fact, that there should be no need for an essay of this kind were it not for the apparently limitless capacity for the debasement of language and the obscuring of issues demonstrated by the mass media of the society. It is true that in this enterprise, the media has enjoyed the cooperation, witting or otherwise, of any number of hastily discovered "spokesmen" for black studies whose "revolutionary" fervor and extravagant rhetoric is equalled only by their mysticism and anti-intellectualism. As if this outpouring of definition from the left which serves, more often than not, to obscure more than it illuminates were not enough, there is an attendant motion on the right flank of the black community which is equally uninformed, short-sighted and dogmatic. This faction, which includes such established Negro intellectuals as Andrew Brimmer of the Federal Reserve Board, Sir Arthur Lewis, the West Indian economist presently at Princeton, Kenneth Clarke who recently resigned from the Board of Trustees of Antioch College after they had yielded to student demands for a black residence hall, Prof. -
The Powerbroker: Whitney Young’S Fight for Civil Rights
DISCUSSION GUIDE The Powerbroker: Whitney Young’s Fight for Civil Rights PBS.ORG/indePendenTLens/POWERBROKER Table of Contents 1 Using this Guide 2 From the Filmmaker 3 The Film 4 Background Information 5 Biographical Information on Whitney Young 6 The Leaders and Their Organizations 8 From Nonviolence to Black Power 9 How Far Have We Come? 10 Topics and Issues Relevant to The Powerbroker: Whitney Young’s Fight for Civil Rights 10 Thinking More Deeply 11 Suggestions for Action 12 Resources 13 Credits national center for MEDIA ENGAGEMENT Using this Guide Community Cinema is a rare public forum: a space for people to gather who are connected by a love of stories, and a belief in their power to change the world. This discussion guide is designed as a tool to facilitate dialogue, and deepen understanding of the complex issues in the film The Powerbroker: Whitney Young’s Fight for Civil Rights. It is also an invitation to not only sit back and enjoy the show — but to step up and take action. This guide is not meant to be a comprehensive primer on a given topic. Rather, it provides important context, and raises thought provoking questions to encourage viewers to think more deeply. We provide suggestions for areas to explore in panel discussions, in the classroom, in communities, and online. We also provide valuable resources, and connections to organizations on the ground that are fighting to make a difference. For information about the program, visit www.communitycinema.org DISCUSSION GUIDE // THE POWERBROKER 1 From the Filmmaker I wanted to make The Powerbroker: Whitney Young’s Fight for Civil Rights because I felt my uncle, Whitney Young, was an important figure in American history, whose ideas were relevant to his generation, but whose pivotal role was largely misunderstood and forgotten. -
A Chronology of the Civil Ríg,Hts Movement in the Deep South, 1955-68
A Chronology of the Civil Ríg,hts Movement in the Deep South, 1955-68 THE MONTGOMERY December l, 1955-Mrs. Rosa L. Parks is BUS BOYCOTT arrested for violating the bus-segregation ordinance in Montgomery, Alabama. December 5, 1955-The Montgomery Bus Boycott begins, and Rev. Martin.Luther King, Jr., 26, is elected president of the Montgomery Improvement Association. December 21, lgsG-Montgomery's buses are integrated, and the Montgomery Im- provement Association calls off its boy- cott after 381 days. January l0-l l, 1957-The Southern Chris- tian Leadership Conference (SCLC) is founded, with Dr. King as president. THE STUDENT February l, 1960-Four black students sit SIT-INS in at the Woolworth's lunch counter in Greensboro, N.C., starting a wavg of stu- dent protest that sweeps the Deep South. April 15, 1960-The Student Nonviolent Coordinating Committee (SNCC) is found- ed at Shaw University in Raleigh, N.C. October l9¿7, 1960-Dr. King is jailed during a sit-in at Rich's Department Store in Atlanta and subsequently transferred to a maximum security prison' Democratic presidential nominee John F. Kennedy telephones Mrs. King to express his con- cern dogs, fire hoses, and mass arrests that fill the jails. THE FREEDOM May 4,1961-The Freedom Riders, led by RIDES James Farmer of the Congress of Racial May 10, 1963-Dr. King and Rev. Fred L. Equality (CORE), leave Washington, Shuttlesworth announce that Birming- D.C., by bus. ham's white leaders have agreed to a de- segregation plan. That night King's motel May 14,196l-A white mob burns a Free- is bombed, and blacks riot until dawn. -
History of Usa 1776 to 1974 A. D(18Bhi52c)
DEPARTMNET OF HISTORY III B A HISTORY V SEMESTER CORE – X : HISTORY OF USA 1776 TO 1974 A. D(18BHI52C) DR.SEETHALAKSHMI, ASSOCIATE PROFESSOR DEPARTMENT OF HISTORY- GAC (AUTO)- 18 Cell: 9487087335 UNIT III RECONSTRUCTION Reconstruction (1865-1877), the turbulent era following the Civil War, was the effort to reintegrate Southern states from the Confederacy and 4 million newly-freed people into the United States. Under the administration of President Andrew Johnson in 1865 and 1866, new southern state legislatures passed restrictive “black codes” to control the labor and behavior of former enslaved people and other African Americans. Outrage in the North over these codes eroded support for the approach known as Presidential Reconstruction and led to the triumph of the more radical wing of the Republican Party. During Radical Reconstruction, which began with the passage of the Reconstruction Act of 1867, newly enfranchised Black people gained a voice in government for the first time in American history, winning election to southern state legislatures and even to the U.S. Congress. In less than a decade, however, reactionary forces– including the Ku Klux Klan–would reverse the changes wrought by Radical Reconstruction in a violent backlash that restored white supremacy in the South. Emancipation and Reconstruction At the outset of the Civil War, to the dismay of the more radical abolitionists in the North, President Abraham Lincoln did not make abolition of slavery a goal of the Union war effort. To do so, he feared, would drive the border slave states still loyal to the Union into the Confederacy and anger more conservative northerners. -
Black Lives Matter”: Learning from the Present, Building on the Past
From “We Shall Overcome” to “Black Lives Matter”: Learning from the Present, Building on the Past Abstract: The nationwide uprisings that have occurred since the George Floyd murder are a profound reminder that the racial inequities that have existed since the “founding” of the country. People of African descent have constantly been fighting for freedom, equity and equality. They continue to resist carefully structural impediments that are designed to maintain and preserve white privilege and power. I have been involved in an emerging organization at The George Washington Carver High School for Engineering and Science that is working toward achieving equity and awareness in our building and communities. One of the students’ main concerns is a lack of Afrocentric curricula. Much of my teaching career has been devoted to designing and implementing inquiry-based curricula that explicitly connects African and African-American literature, film, history and culture. This particular project emphasizes the roles of women in the classic civil rights movement and the current Black Lives Matter movement. Students will study individuals and create various texts that will serve to educate peers and other members of the school community. This project can be implemented in any context that will emerge this school year, whether it be distance learning, a hybrid model or in- person teaching and learning. Keywords: inquiry-based learning, culturally responsive teaching, collaborative learning, dialogic teaching, civil rights, Black Lives Matter, Black Art, feminist pedagogy. Content Objectives: Curriculum as Continuum Here is one response to a COVID-19 on-line assignment: Keyziah McCoy: If I could describe this year in one word it would be heart wrenching. -
Spittin' Truth to the Power While Light Leaping for The
1 SPITTIN’ TRUTH TO THE POWER WHILE LIGHT LEAPING FOR THE PEOPLE By Alyce Smith Cooper and Shammy Dee A La Jolla Playhouse Commission Grade Level: Middle and High School Before You Watch: ● Learn more about La Jolla Playhouse Digital Without Walls (WOW) Artists Alyce Smith Cooper and Shammy Dee and the creative team for this piece. Questions for class discussion or journal: ○ Consider the title for this piece. What do you think this title means? What do you imagine you will be seeing, hearing, and experiencing? ○ When you see the image of a person with their hand in a fist, stretched up towards the sky, what does that evoke for you? Where have you seen this symbol before and what does it mean? ○ Make a list as a class of the fairy tales and stories they have heard as children. Ask the students to consider who is the storyteller and who is the audience for these stories. Which stories did you connect to the most and why? Do you feel like the stories you heard as a kid represented who you are as a person? Why or why not? ○ What do the words sermon, communion, and fellowship mean to you, and in what context do you think of these words? Have the students share their various definitions and ask them why they think the three pieces of SPITTIN’ TRUTH TO THE POWER WHILE LIGHT LEAPING FOR THE PEOPLE may have these titles--what might they expect to see or hear in each piece? (Revisit this question after watching each piece with each term).