Administration of Barack Obama, 2015 Remarks Commemorating the 50Th
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Today in Georgia History October 6, 1924 Joseph Lowery Suggested
Today in Georgia History October 6, 1924 Joseph Lowery Suggested Readings David J. Garrow, Bearing the Cross: Martin Luther King Jr. and the Southern Christian Leadership Conference, 1955-1968 (New York: William Morrow, 1986). Anthony Lewis, Make No Law: The Sullivan Case and the First Amendment (New York: Random House, 1991). Image Credits October 6, 1924: Joseph Lowery Civil Rights march from Selma to Montgomery, 1965 Image courtesy of the Library of Congress, LC-DIG-ppmsca-08102 Ebenezer Baptist Church Image courtesy of the Kenan Research Center at the Atlanta History Center Ebenezer Baptist Church, 1975 Image courtesy of the Kenan Research Center at the Atlanta History Center, VIS 71 248 09 Interior of Ebenezer Baptist Church Image courtesy of the Library of Congress, Prints & Photographs Division, HABS GA,61-ATLA,54 Joseph Lowery and Andrew Young Image courtesy of the Kenan Research Center at the Atlanta History Center Joseph Lowery speaking in a church in Birmingham, Ala Image courtesy of the Alabama Department of Archives and History, Q21218 KKK cross burning, Burke County Image courtesy of the Georgia Archives, Vanishing Georgia Collection, bur141 Lowery giving 2009 Presidential Inauguration benediction Image courtesy of Getty Images, 84375573 Lowery receiving medal of freedom from President Obama Image courtesy of Getty Images, 89761093 Martin Luther King Jr. and Joseph Lowery seated and listening to a speaker in a church in Birmingham Alabama Image courtesy of the Alabama Department of Archives and History, Q16726 Martin Luther -
Virginia State Unit of the SCLC
Virginia State Unit of the SCLC Office of Andrew Shannon June 15, 2018 The Honorable Donald J. Trump President of the United States The White House 1600 Pennsylvania Avenue, NW Washington, DC 20500 RE: Letter of Support for the Release of Phillip A. Hamilton from federal prison Dear President Trump: The Southern Christian Leadership Conference was founded in 1957 by Dr. Martin Luther King, Rev. C.K. Steele, Rev. Ralph David Abernathy, Rev. Joseph Lowery and others to redeem the soul of America. The organization was the heartbeat and soul of the Civil Rights Movement of the 1960's and continues to today as one of the few national organizations that use broad based nonviolent direct action to address issues of racism and equality. Our organization has over 75 chapters across the country and internationally, with a membership base of more than 10,000 people and reach more than a million people annually through our network and our quarterly publication the SCLC Magazine. We would like to thank you for the Proclamations honoring Dr. Martin Luther King, Jr. nationally in January 2018 and in March 2018. Dr. Martin Luther King, Jr. was born on January 15, 1929 and our nation honors the legacy of the slain civil rights icon, Dr. Martin Luther King, Jr. Dr. King believed in freedom, justice and equality for all. Of course, as a Pastor, Dr. King also believed in Biblical principles of feeding the hungry, clothing the poor, visiting those who are in jails and prisons; and forgiveness. In fact, Dr. Martin Luther King, Jr. -
Appendix B. Scoping Report
Appendix B. Scoping Report VALERO CRUDE BY RAIL PROJECT Scoping Report Prepared for November 2013 City of Benicia VALERO CRUDE BY RAIL PROJECT Scoping Report Prepared for November 2013 City of Benicia 550 Kearny Street Suite 800 San Francisco, CA 94104 415.896.5900 www.esassoc.com Los Angeles Oakland Olympia Petaluma Portland Sacramento San Diego Seattle Tampa Woodland Hills 202115.01 TABLE OF CONTENTS Valero Crude By Rail Project Scoping Report Page 1. Introduction .................................................................................................................. 1 2. Description of the Project ........................................................................................... 2 Project Summary ........................................................................................................... 2 3. Opportunities for Public Comment ............................................................................ 2 Notification ..................................................................................................................... 2 Public Scoping Meeting ................................................................................................. 3 4. Summary of Scoping Comments ................................................................................ 3 Commenting Parties ...................................................................................................... 3 Comments Received During the Scoping Process ........................................................ 4 Appendices -
Learning from History the Nashville Sit-In Campaign with Joanne Sheehan
Building a Culture of Peace Forum Learning From History The Nashville Sit-In Campaign with Joanne Sheehan Thursday, January 12, 2017 photo: James Garvin Ellis 7 to 9 pm (please arrive by 6:45 pm) Unitarian Universalist Church Free and 274 Pleasant Street, Concord NH 03301 Open to the Public Starting in September, 1959, the Rev. James Lawson began a series of workshops for African American college students and a few allies in Nashville to explore how Gandhian nonviolence could be applied to the struggle against racial segregation. Six months later, when other students in Greensboro, NC began a lunch counter sit-in, the Nashville group was ready. The sit- As the long-time New in movement launched the England Coordinator for Student Nonviolent Coordinating the War Resisters League, and as former Chair of War James Lawson Committee, which then played Photo: Joon Powell Resisters International, crucial roles in campaigns such Joanne Sheehan has decades as the Freedom Rides and Mississippi Freedom Summer. of experience in nonviolence training and education. Among those who attended Lawson nonviolence trainings She is co-author of WRI’s were students who would become significant leaders in the “Handbook for Nonviolent Civil Rights Movement, including Marion Barry, James Bevel, Campaigns.” Bernard Lafayette, John Lewis, Diane Nash, and C. T. Vivian. For more information please Fifty-six years later, Joanne Sheehan uses the Nashville contact LR Berger, 603 496 1056 Campaign to help people learn how to develop and participate in strategic nonviolent campaigns which are more The Building a Culture of Peace Forum is sponsored by Pace e than protests, and which call for different roles and diverse Bene/Campaign Nonviolence, contributions. -
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. -
Black-Jewish Coalition” Unraveled: Where Does Israel Fit?
The “Black-Jewish Coalition” Unraveled: Where Does Israel Fit? A Master’s Thesis Presented to The Faculty of the Graduate School of Arts and Sciences Brandeis University Hornstein Jewish Professional Leadership Program Professors Ellen Smith and Jonathan Krasner Ph.D., Advisors In Partial Fulfillment of the Requirements for the Degree Master of Arts by Leah Robbins May 2020 Copyright by Leah Robbins 2020 Acknowledgements This thesis was made possible by the generous and thoughtful guidance of my two advisors, Professors Ellen Smith and Jonathan Krasner. Their content expertise, ongoing encouragement, and loving pushback were invaluable to the work. This research topic is complex for the Jewish community and often wrought with pain. My advisors never once questioned my intentions, my integrity as a researcher, or my clear and undeniable commitment to the Jewish people of the past, present, and future. I do not take for granted this gift of trust, which bolstered the work I’m so proud to share. I am also grateful to the entire Hornstein community for making room for me to show up in my fullness, and for saying “yes” to authentically wrestle with my ideas along the way. It’s been a great privilege to stretch and grow alongside you, and I look forward to continuing to shape one another in the years to come. iii ABSTRACT The “Black-Jewish Coalition” Unraveled: Where Does Israel Fit? A thesis presented to the Faculty of the Graduate School of Arts and Sciences of Brandeis University Waltham, Massachusetts By Leah Robbins Fascination with the famed “Black-Jewish coalition” in the United States, whether real or imaginary, is hardly a new phenomenon of academic interest. -
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. -
ABSTRACT Title of Dissertation
ABSTRACT Title of Dissertation: DIFFERENCE AMONGST YOUR OWN: THE LIVED EXPERIENCES OF LOW-INCOME AFRICAN- AMERICAN STUDENTS AND THEIR ENCOUNTERS WITH CLASS WITHIN ELITE HISTORICALLY BLACK COLLEGE (HBCU) ENVIRONMENTS Steve Derrick Mobley, Jr. Doctor of Philosophy, 2015 Dissertation directed by: Professor Noah D. Drezner, Department of Counseling, Higher Education, and Special Education Professor Francine H. Hultgren, Department of Teaching and Learning, Policy and Leadership The subtle and deeply impactful nuances of Black intra-racial social class differences that manifest amongst students who attend historically Black colleges (HBCU) has remained untouched and understudied in higher-education scholarship. In this phenomenological study, I explore how low-income African-American students encounter social class within elite HBCU environments. The men and women in this study graduated between the years of 2001 and 2010. Contemporary HBCU student experiences are underscored and reveal great tension between self, community, and place. The philosophical works of Martin Heidegger, Hans-Georg Gadamer and Edward Casey are joined with the voices of Black scholars including W.E.B. DuBois, Audre Lorde, Frantz Fanon, bell hooks, and Toni Morrison to provide critical context for the phenomenon being studied. Max van Manen’s key phenomenological insights also provide a methodological foundation for the study. My co-researchers encountered significant shifts and evolved within their oppressed identities during their undergraduate years. During their undergraduate years they felt a difference amongst their own that they still reconcile today. The participants within this study endured feelings of alienation, wonder, and even confusion within their distinct higher education environments. This study concludes with phenomenological insights for myriad educational stakeholders that include higher educational researchers, higher education practitioners, families, and students. -
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. -
Larouche Youth Join Amelia Boynton Robinson
Click here for Full Issue of EIR Volume 32, Number 11, March 18, 2005 EIRCivil Rights 40TH ANNIVERSARY OF SELMA’S ‘BLOODY SUNDAY’ LaRouche Youth Join Amelia Boynton Robinson by Bonnie James and Katherine Notley On the 40th anniversary of the historic crossing of Edmund 1965 Voting Rights Act was signed. Mr. Boynton died on Pettus Bridge in the Selma-to-Montgomery march for voting May 13, 1963, after suffering a series of strokes brought on rights, one of the movement’s great heroines, Amelia by the relentless threats to his and his family’s lives, to stop Boynton Robinson, invited four representatives of the him from organizing, as Mrs. Robinson describes in the inter- LaRouche Youth Movement to join her in Selma, Alabama view below, “for the ballot and the buck”—to secure voting to participate. The annual “Bridge Crossing Jubilee” to com- rights and economic independence for the county’s black citi- memorate “Bloody Sunday” on March 7, 1965, when state zens, many of them sharecroppers kept in a condition of vir- troopers attacked the demonstrators attempting to march tual slavery. His last words to his wife Amelia, were to ensure from Selma to the state capital in Montgomery, giving the that every African-American in Dallas County was registered date its infamous name, was hosted on March 3-6 by the to vote. National Voting Rights Museum in Selma, and culminated The LYM organizers joined Mrs. Robinson for a TV inter- on Sunday, March 6, with a re-enactment of the bridge view, in she which recounted her experiences in the voting crossing. -
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. -
From Stride Toward Freedom Necessary to Protect Ourselves
Civil Rights and Protest Literature from Stride Toward Freedom RI 2 Determine two or more Nonfiction by Martin Luther King Jr. central ideas of a text and analyze their development over For a biography of Martin Luther King Jr., see page 1202. the course of the text, including how they interact and build on one another to provide a Necessary to Protect Ourselves complex analysis. RI 5 Analyze Interview with Malcolm X by Les Crane and evaluate the effectiveness of the structure an author uses in his or her argument, including whether the structure makes Meet the Author points clear, convincing, and engaging. RI 6 Determine an author’s point of view or purpose in a text in which the rhetoric is Malcolm X 1925–1965 particularly effective, analyzing how style and content contribute In 1944, while Martin Luther King Jr. people “a race of devils” and promoted a to the power, persuasiveness, or beauty of the text. was attending college classes in Atlanta, vision of black pride. They advocated a 19-year-old Malcolm Little was hustling on radical solution to the race problem: the the streets of Harlem. By 1952, a jailhouse establishment of a separate, self-reliant conversion transformed Little into the black nation. political firebrand we know as Malcolm Change of Heart Inspired by the Black X, whose separatist views posed a serious Muslim vision, Malcolm Little converted challenge to King’s integrationist vision. to Islam and changed his last name to Bitter Legacy Where King grew up X, symbolizing his lost African name. comfortably middle-class, Little’s childhood Once released from prison, he became an was scarred by poverty and racial violence.