When Rosa Parks Died in 2005, She Lay in Honor in the Rotunda of the Capitol, the First Woman and Only the Second Person of Color to Receive That Honor
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Finding Aid to the Historymakers ® Video Oral History with Willis Edwards
Finding Aid to The HistoryMakers ® Video Oral History with Willis Edwards Overview of the Collection Repository: The HistoryMakers®1900 S. Michigan Avenue Chicago, Illinois 60616 [email protected] www.thehistorymakers.com Creator: Edwards, Willis, 1946-2012 Title: The HistoryMakers® Video Oral History Interview with Willis Edwards, Dates: March 28, 2005 Bulk Dates: 2005 Physical 4 Betacame SP videocasettes (1:53:06). Description: Abstract: Association chief executive Willis Edwards (1946 - 2012 ) served as the California representative to the National Board of the NAACP and as a member of the NAACP’s HIV/AIDS subcommittee. He also helped restore civil rights pioneer Rosa Parks to the public eye. Edwards was interviewed by The HistoryMakers® on March 28, 2005, in Los Angeles, California. This collection is comprised of the original video footage of the interview. Identification: A2005_081 Language: The interview and records are in English. Biographical Note by The HistoryMakers® Association chief executive Willis Franklin Earl Edwards was born in Carthage, Texas, outside of Houston, on January 1, 1946. Edwards was raised by his mother Anita Hudson Edwards and his stepfather Frank Edwards, in section fourteen of the Cahuilla Indian Reservation in Palm Springs, California . Edwards attended Nell Ann Kaufmann Junior High School and Palm Springs High School, where he graduated with a diploma in 1963. Edwards later attended California State University, Los Angeles where he became active in politics. Edwards was a part of the campaign team for Senator Robert F. Kennedy. He was by Kennedy’s side when he was assassinated in 1968. Edwards was drafted into the Vietnam War, where he was awarded a bronze star. -
LDF Mourns the Loss of Congressman John Lewis, Legendary and Beloved Civil Rights Icon Today, LDF Mourns the Loss of the Honora
LDF Mourns the Loss of Congressman John Lewis, Legendary and Beloved Civil Rights Icon Today, LDF mourns the loss of The Honorable John Lewis, an esteemed member of Congress and revered civil rights icon with whom our organization has a deeply personal history. Mr. Lewis passed away on July 17, 2020, following a battle with pancreatic cancer. He was 80 years old. “I don’t know of another leader in this country with the moral standing of Rep. John Lewis. His life and work helped shape the best of our national identity,” said Sherrilyn Ifill, LDF’s President & Director-Counsel. “We revered him not only for his work and sacrifices during the Civil Rights Movement, but because of his unending, stubborn, brilliant determination to press for justice and equality in this country. “There was no cynicism in John Lewis; no hint of despair even in the darkest moments. Instead, he showed up relentlessly with commitment and determination - but also love, and joy and unwavering dedication to the principles of non-violence. He spoke up and sat-in and stood on the front lines – and risked it all. This country – every single person in this country – owes a debt of gratitude to John Lewis that we can only begin to repay by following his demand that we do more as citizens. That we ‘get in the way.’ That we ‘speak out when we see injustice’ and that we keep our ‘eyes on the prize.’” The son of sharecroppers, Mr. Lewis was born on Feb. 21, 1940, outside of Troy, Alabama. He grew up attending segregated public schools in the state’s Pike County and, as a boy, was inspired by the work of civil rights activists, including Dr. -
Teaching Tolerance
TEACHING TOLERANCE TOLERANCE.ORG BEYOND ROSA PARKS Interview with Mary McLeod Bethune This document is a transcript of an interview apparently conducted in about 1939 or 1940 by Dr. Charles Spurgeon Johnson, an authority on race relations who chaired the Sociology Department and was later the first black president at traditionally-black Fisk University. I think that possibly the first and real wound that which I was born. She kept up these relations. Very I could feel in my soul and my mind was the reali- often I was taken along after I was old enough, and zation of the dense darkness and ignorance that I on one of these occasions I remember my mother found in myself—when I did find myself—with the went over to do some special work for this family seeming absence of a remedy. What I mean by that of Wilsons, and I was with her. I went out into what was the recognition of the lack of opportunity. I they called their play house in the yard where they could see little white boys and girls going to school did their studying. They had pencils, slates, maga- every day, learning to read and write; living in com- zines and books. fortable homes with all types of opportunities for growth and service and to be surrounded as I was I picked up one of the books … and one of the girls with no opportunity for school life, no chance to said to me—“You can’t read that—put that down. I grow—I found myself very often yearning all along will show you some pictures over here,” and when for the things that were being provided for the white she said to me “You can’t read that—put that down” children with whom I had to chop cotton every day, it just did something to my pride and to my heart or pick corn, or whatever my task happened to be. -
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. -
The Origins of the Montgomery Bus Boycott
Southe rn Changes. Volume 7, October-December 1985, pp. 21-27. The Origins of the Montgomery Bus Boycott By David J. Garrow Jo Ann Gibson Robinson moved to Montgomery, Alabama, in the late summer of 1949 to join the English Department at all-black Alabama State College. A thirty-three year old native of Culloden, Georgia, twenty-five miles from Macon, she was the twelfth and youngest child of Owen Boston Gibson and Dollie Webb Gibson, landowning black farmers who prospered until Owen Gibson died when Jo Ann was six years old. As the older children moved away, operating the farm grew more difficult for Mrs. Gibson, who eventually sold the property and moved into Macon with her younger offspring. Jo Ann graduated from high school there as the class valedictorian, and went on to earn her undergraduate degree at Fort Valley State College, the first member of her family to complete college. She took a public school teaching job in Macon and married Wilbur Robinson, but the marriage, heavily burdened by the death in infancy of their first and only child, lasted only a short time. Twelve months later, after five years of teaching in Macon, Jo Ann Robinson moved to Atlanta to take an M.A. in English at Atlanta University and then accepted a teaching position at Mary Allen College in Crockett, Texas. After one year there, Mrs. Robinson received a better offer from Alabama State, and moved to Montgomery. Mrs. Robinson was an enthusiastic teacher and responded energetically to her new position at Alabama State. She also became an active member of Dexter Avenue Baptist Church, which many Alabama State professors attended, and she joined the Women's Political Council, a black professional women's civic group that one of her English Department colleagues, Mrs. -
5Th Grade Learning Guide ELA
5th Grade Learning Guide ELA Note to Parents: The learning guides can be translated using your phone! How to Translate the Learning Guides: 1. Download the Google Translate app 2. Tap "Camera" 3. Point your camera at the text you want to translate 4. Tap "Scan" 5. Tap “Select all” ________________________________________________________________________________________ How to Use This Learning Guide: There are 3 core parts to this learning guide. First: Parents/students are provided with the text/story that can be read. ● In grades levels K-2, the text is found at the end of the learning guide. ● In grades levels 3 -5, the texts are found at the start of each lesson. Next: Parents/students are provided with an overview of what will be learned and are provided supports to help with learning (vocabulary, questions, videos, websites). ● Vocabulary words in bold are the most important for understanding the text. Finally: Parents/students are provided with the activities that can be completed using the text/story. ● Directions for the activities are provided and the directions for the choice board activities tell students how many tasks to complete. ● For choice boards, students should pick activities that interest them and that allow them to demonstrate what they have learned from the text/story. ● The Answer Key and Modifications Page are at the end of the Learning Guide to support your child. ● The Modifications Page includes Language Development resources for Newcomers. 1 Grade: 5 Subject: English Language Arts Topic: African American Suffragists by Margaret Gushue and Learning to Read by Francis Ellen Watkins Harper Access the text HERE and HERE or Embedded HERE What Your Student is Learning: Your student will read paired texts African American Suffragists and Learning to Read. -
Women's History Month, 2007
Proc. 8109 Title 3—The President We are grateful for the tireless work of the volunteers and staff of the American Red Cross. During this month, we pay tribute to this remarkable organization and all those who have answered the call to serve a cause greater than self and offered support and healing in times of need. NOW, THEREFORE, I, GEORGE W. BUSH, President of the United States of America and Honorary Chairman of the American Red Cross, by virtue of the authority vested in me by the Constitution and laws of the United States, do hereby proclaim March 2007 as American Red Cross Month. I commend the good work of the American Red Cross, and I encourage all Americans to help make our world a better place by volunteering their time, energy, and talents for others. IN WITNESS WHEREOF, I have hereunto set my hand this twenty-seventh day of February, in the year of our Lord two thousand seven, and of the Independence of the United States of America the two hundred and thirty- first. GEORGE W. BUSH Proclamation 8109 of February 27, 2007 Women’s History Month, 2007 By the President of the United States of America A Proclamation Throughout our history, the vision and determination of women have strengthened and transformed America. As we celebrate Women’s History Month, we recognize the vital contributions women have made to our country. The strong leadership of extraordinary women has altered our Nation’s his- tory. Sojourner Truth, Alice Stone Blackwell, and Julia Ward Howe opened doors for future generations of women by advancing the cause of women’s voting rights and helping make America a more equitable place. -
Teacher Copy
Name________________________________ Pre-reading Directions: Answer the question below: 1. Today, we’re going to learn about voting. Who do you think should have the right to vote in elections in the United States? Explain. Students should feel free to share their opinion._____________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 2. Now, we are going to watch a short video about the history of voting in America. Complete the True or False questions below by circling the correct answer: Question Statement True or False 1 When George Washington was elected president, all men had the right True or False to vote. 2 President Andrew Jackson worked hard to make sure that women would True or False have the right to vote. 3 The 15th Amendment stated that a person could not be prevented from True or False voting based on their race or skin color. 4 Once the 15th Amendment was passed, it was easy for African- True or False Americans to vote. 5 The 19th Amendment technically gave all women the right to vote, but it True or False was still hard for many African American women to actually vote. 6 The Voting Rights Act in 1965 made it easier for African-American men True or False and women to vote. 7 The 26th Amendment gave people aged 18-20 the right to vote. True or False 1 2 3. Based on the video we just watched, how would you describe the history of voting in America? What groups of Americans have had to consistently fight for their right to vote? Answers will vary. -
Louisville Women and the Suffrage Movement 100 Years of the 19Th Amendment on the COVER: Kentucky Governor Edwin P
Louisville Women and the Suffrage Movement 100 Years of the 19th Amendment ON THE COVER: Kentucky Governor Edwin P. Morrow signing the 19th Amendment. Kentucky became the 23rd state to ratify the amendment. Library of Congress, Lot 5543 Credits: ©2020 Produced by Cave Hill Heritage Foundation in partnership with the Louisville Metro Office for Women, the League of Women Voters, Frazier History Museum, and Filson Historical Society Funding has been provided by Kentucky Humanities and the National Endowment for the Humanities. Any views, findings, conclusions, or recommendations expressed in this program do not necessarily represent those of the National Endowment for the Humanities or Kentucky Humanities. Writing/Editing: Writing for You (Soni Castleberry, Gayle Collins, Eva Stimson) Contributing Writers and Researchers: Carol Mattingly, Professor Emerita, University of Louisville Ann Taylor Allen, Professor Emerita, University of Louisville Alexandra A. Luken, Executive Assistant, Cave Hill Heritage Foundation Colleen M. Dietz, Bellarmine University, Cave Hill Cemetery research intern Design/Layout: Anne Walker Studio Drawings: ©2020 Jeremy Miller Note about the artwork: The pen-and-ink drawings are based on photos which varied in quality. Included are portraits of all the women whose photos we were able to locate. Suff•rage, sŭf’•rĭj, noun: the right or privilege of voting; franchise; the exercise of such a right; a vote given in deciding a controverted question or electing a person for an office or trust The Long Road to Voting Rights for Women In the mid-1800s, women and men came together to advocate for women’s rights, with voting or suffrage rights leading the list. -
OPNAVINST 5360.1 AFM 143-2 CG390 DA Pam 1-1 \E O?NAVINST 5360.1 AFM 143-2 CG390
STATE, L OFFICIAL AND SPECIAL MILITARY FUNERALS DA Pam 1–1 OPNAVINST 5360.1 AFM 143-2 CG390 DA Pam 1-1 \e O?NAVINST 5360.1 AFM 143-2 CG390 DEPARTMENTS OF THE ARMY, THE NAVY, THE AIR FORCE, AND THE TREASURY WASHINGTON,D.C., 90 December 1965 STATE, OFFICIAL, AND SPECIAL MILITARY FUNERALS PuagmPb Psae CHAPTER 1. STATE FUNERAL POLICY . SECTION I. GENERAL Persons entitld to State Funeral ------------------ 1 7 Eligibility for burial in national cemetery ---------- 2 7 Responsibilities ----------------------------------- 3 7 Procedure ---------------------------------------- 4 8 II. DEMISE AND MOVEMENT TO WASHINGTON, D.C. Demiaeoutaide continental United States ------------ 5 8 Demise within continental United Statea ------------ 6 9 Demise in Washington, D.C. area ------_----.__----- 7 9 III. DEMISE OUTSIDE WASHINGTON, D.C. AREA —ARRIVAL OF REMAINS AND MOVEMENT - THEPLACEOF REPOSE Arrival ------------------------------------------ 8 9 Movement to place of repose ------------------------ 9 9 Arrival at place ofre~ -------------------------- 10 9 Iv. BURIAL OUTSIDE WASHINGTON, D.C. AREA Period of repoaeand lying instate atthe Capik4 ---- 11 10 Departure of remains from place of repose and movement to the Capitol ------------------------ 12 10 Departure of remains from Capitol ---------------- 13 11 v. BURIAL IN THE WASHINGTON, D.C. AREA Period of repoaeand lyingin stataat the Capitol ---- 14 12 Departure of remains from place of repose and movement to the Capitol ------------------------ 15 12 Departure of remains from Capitol and movement . to the funeral site for funeral services andretum to transfer point -------------------------------- 16 13 Main funeral procession to Arlington National Cemetery for funeral service and/or interment ---- 17 13 VI. ARRIVAL AND FUNERAL SERVICES AT FINAL RESTING PLACE Responsibilities ------------------------------------- 18 13 CHAPTER 2. -
African American Heritage Outreach Box
African American Heritage Outreach Box DVDs 1. Disney’s Ruby Bridges: A Real American Hero 2. Mighty Times: The Children’s March : A Film by Hudson Houston w/ Education guide 3. Once Upon A Time…When We Were Colored 4. Thornton Dial – Alabama Folk Artist 5. Justice Without Violence: The Montgomery Bus Boycott 6. Our Friend Martin: An Adventure Inspired by Martin Luther King, Jr. 7. The Vernon Johns Story: The Road to Freedom 8. The Quiltmakers of Gee’s Bend 9. Freedom’s Song: 100 years of African American Struggle & Triumph w/ Education guide 10. African American Trailblazers in Virginia – 2007 11. The Black Candle: A Kwanzaa Celebration- by M.K. Asante, Jr. 12. Martin Luther King – “I Have a Dream” VHS Tapes 1. Starting Small: Teaching Tolerance in Preschool and the Early Grades 2. A Place At The Table: Struggle for Equality in America w/ Education guide 3. Mighty Times – The Legacy of Rosa Parks 4. American’s Civil Rights Movement: A Time For Justice 5. The Shadow of Hate: A History of Intolerance in America w/ Education guide 6. Ruby Bridges / One Day At A Time 7. Amistad 8. Cry the Beloved Country 9. Once Upon A Time When We Were Colored 10. Buffalo Soldiers starring Danny Glover 11. Sergeant Rutledge 12. Separate But Equal starring Sidney Poitier BOOKS 1. Famous African Americans 2. Empak: Salutes African American In History (Series) a. Black Women b. Black Scientists & Inventors c. Black Pioneers d. Black Civil Rights Leaders e. Black Abolitionists f. Black Firsts g. Blacks in the Arts h. -
The Top Secret Second Autopsy of President John F. Kennedy
BK Gjerde (2004): Second Autopsy of JFK i The Top Secret Second Autopsy of President John F. Kennedy by Bjørn K. Gjerde Copyright 2004 Bjørn K. Gjerde CONTENTS SUMMARY ........................................................................... 1 INTRODUCTION ....................................................................... 2 IT’S ALL DONE WITH SMOKE AND MIRRORS: HOW THE AUTOPSY PHOTOGRAPHS WERE FORGED ....... 5 EVIDENCE OF A SECOND AUTOPSY ....................................................... 12 Evidence of a second autopsy from the autopsy photographs ............................. 13 Two sets of autopsy photographs ............................................ 18 Sandra Kay Spencer ................................................ 18 Dr. Humes ....................................................... 22 The Secret Service, agent Fox and photographer Knudsen ................... 23 Vince Madonia .................................................... 26 Number of photographs ............................................. 27 Who took the different sets of autopsy photographs? ............................. 31 John T. Stringer .................................................... 31 Floyd A. Riebe .................................................... 35 Robert Knudsen ................................................... 37 Evidence of a second autopsy from the testimonies ..................................... 45 Richard L. Lipsey ........................................................ 49 Robert F. Karnei ........................................................