DOCSLIB.ORG

Freedom School Curriculum

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Freedom School Curriculum FREEDOM SCHOOL CURRICULUM MISSISSIPPI FREEDOM SUMMER, 1964 Edited and Introduced by Kathy Emery, Sylvia Braselmann, and Linda Gold SOURCES Preface, Introduction, and Question and Activities are by Kathy Emery, Sylvia Braselmann and Linda Gold. Copyright 2004 All photos are copyright Herbert Randall, and are used with kind permission of Herbert Randall. The photos were provided by the McCain Library and Archives, University of Southern Mississippi (http://www.lib.usm.edu/~spcol/crda/). Most the documents used are from SNCC Papers. The original SNCC papers are at the King Library and Archives, The Martin Luther King Jr. Center for Nonviolent Social Change, Atlanta, GA. We have used the Microfilm Edition: SNCC, The Student Nonviolent Coordinating Committee Papers, 1959-1972 (Sanford, NC: Microfilming Corporation of America, 1982) We are citing the reel, file and first inclusive page number in the table below. Some documents are from the Iris Greenberg Collection: Iris Greenberg / Freedom Summer Collection, 1963-1964 Manuscripts, Archives, and Rare Books Division, Schomburg Center for Research in Black Culture, The New York Public Library; Astor, Lenox and Tilden Foundations Some case studies are papers written for SDS (Students for a Democratic Society) The original SDS records are at the State Historical Society of Wisconsin. We have use the Microfilm Edition: Papers, 1958-1970 / Students for a Democratic Society (U.S.) (Glen Rock, N.J.: Microfilming Corp. of America, 1978.) We are citing the reel and file in the table below. The article “The Freedom Schools; Concept and Organization” by Staughton Lynd was published in Freedomways, Second Quarter 1965, p302-309; and is reprinted with permission of the author. The open letter to the President, “Triple Revolution” was published in Liberation, April 1964, p 9-15. Two scenes from In White America by Martin Duberman; Boston: Houghton Mifflin, 1964. (First Scene: The Klan, p43-52; Second Scene: Little Rock, p 64-69.) Reprinted with permission of the author. The article “Rifle Squads or the Beloved Community” by A. J. Muste was published in Liberation, May 1964, p 7-12. The case study “Behind the Cotton Curtain” is from the Ellin papers in the Digital Archives of the McCain Library and Archives, University of Southern Mississippi (http://anna.lib.usm.edu/uhtbin/cgisirsi/zUw9Mc1vK7/163340015/503/612) Prospectus for the Mississippi Freedom Summer SNCC; 39, 190, 1039 COFO Flyer: Freedom Summer Iris Greenberg Collection COFO Flyer: MFDP Iris Greenberg Collection COFO Flyer: Freedom Registration Iris Greenberg Collection Prospectus for a Summer Freedom School Program SNCC; 39, 165, 75 Curriculum Conference Subgroup Report SNCC; 67, 340, 1000 Outline for Case Studies SNCC; 67, 340, 999 Memo to Freedom School Teachers SNCC; 67, 340, 1183 Overview of the Freedom Schools SNCC; 67, 340, 864 Notes on Teaching in Mississippi SNCC; 67, 340, 1178 Non-Material Teaching Suggestions (excerpt) Iris Greenberg Collection Profiles of Typical Freedom Schools SNCC; 68, 364, 552 Mississippi Freedom Schools: New Houses of Liberty SNCC; 68, 342, 93 Freedom School Data SNCC; 67, 321, 2007 A Report, mainly on Ruleville SNCC; 68, 367, 582 Mississippi Freedom Schools, 1964 SNCC; 68,346,224 Student Work: What the Summer Project has meant Iris Greenberg Collection Student Work: Palmers’ Crossing Freedom News SNCC; 39, 166, 0129 Student Work: Freedom Carrier SNCC; 39, 166, 0127 Student Work: Freedom Star SNCC; 67, 345, 1287 Platform of the Freedom School Convention SNCC; 68, 346, 255 TOC and A Note to the Teacher Iris Greenberg Collection Academic Curriculum: Reading and Writing Skills SNCC; 67, 340, 1002 Mathematics (Excerpt) SNCC; 39, 165, 122 Science SNCC; 67, 340, 761 Citizenship Curriculum Unit I - VI SNCC; 67, 340, 830 Citizenship Curriculum Unit VII, part 1 SNCC; 67, 340, 902 Citizenship Curriculum Unit VII, part 2 SNCC; 67, 328, 346 Statistics on Education, Housing, Income, etc. Iris Greenberg Collection The South as an Underdeveloped Country SDS; 36, 4B:46 The Poor in America SNCC; 67, 340, 815 Chester, PA.—Community Organization in the Other America SDS; 39, 4B:392 Guide to Negro History SNCC; 67, 340 History addendum I SNCC; 67, 337, 641 History addendum II SNCC; 39, 166; 140 Negro History Study Questions SNCC; 67, 340, 1081 Development of Negro Power since 1900 SNCC; 67, 340, 830 Mississippi Power Structure SNCC; 67, 339, 746 Power of the Dixiecrats SDS; 37, 4B:158 Nazi Germany SNCC; 67, 340, 1052 Hazard, KY SNCC; 68, 382, 824 Statements of Discipline of Nonviolent Movements SNCC; 67, 340, 797 Readings in Nonviolence Iris Greenberg Collection Nonviolence in American History SNCC; 67, 340, 365 Voter Registration Laws in Mississippi SNCC; 67, 340, 783 Civil Rights Bill SNCC; 67, 340, 788 Teaching Mat. Unit VII: Campaign Lit. on Mrs. Hamer SNCC; 67, 340, 1187 Teaching Mat. Unit VII: Candidate biography SNCC; 67, 336, 0906 Teaching Mat. Unit VII: Regular Voter Registration Form SNCC; 39, 165, 0087 Teaching Mat. Unit VII: MFDP Voter Registration Form SNCC; 67, 340, 1146 Teaching Mat. Unit VII: Sample Sections MS Constitution SNCC; 67, 340, TABLE OF CONTENTS PREFACE: EDITORS’ COMMENTS............................................................................................ 1 INTRODUCTION: FREEDOM SUMMER AND THE FREEDOM SCHOOLS ........................ 5 TEACHING MATERIAL: QUESTIONS AND ACTIVITIES ................................................... 25 SUPPLEMENTARY DOCUMENTS.............................................................................................. 35 PROSPECTIUS FOR THE MISSISSIPPI FREEDOM SUMMER............................................. 35 PROSPECTUS FOR A .................................................................................................................. 40 SUMMER FREEDOM SCHOOL PROGRAM IN MISSISSIPPI............................................... 40 CURRICULUM CONFERENCE SUBGROUP REPORT .......................................................... 44 OUTLINE FOR CASE STUDIES................................................................................................. 48 MEMORANDUM TO FREEDOM SCHOOL TEACHERS ....................................................... 50 OVERVIEW OF THE FREEDOM SCHOOLS—II..................................................................... 52 NOTES ON TEACHING IN MISSISSIPPI.................................................................................. 53 NON-MATERIAL TEACHING SUGGESTIONS....................................................................... 59 PROFILES OF TYPICAL FREEDOM SCHOOLS ..................................................................... 63 FREEDOM SCHOOL DATA ....................................................................................................... 71 A REPORT, MAINLY ON RULEVILLE FREEDOM SCHOOL .............................................. 76 FREEDOM SCHOOLS IN MISSISSIPPI, 1964 .......................................................................... 90 THE FREEDOM SCHOOLS......................................................................................................... 99 1964 PLATFORM OF THE MISSISSIPPI FREEDOM SCHOOL CONVENTION...............104 FREEDOM SCHOOL CURRICULUM.......................................................................................109 TABLE OF CONTENTS AND A NOTE TO THE TEACHER................................................109 PART I: ACADEMIC CURRICULUM: READING AND WRITING.....................................111 PART I: ACADEMIC CURRICULUM: MATHEMATICS......................................................115 PART I: ACADEMIC CURRICULUM: SCIENCE ..................................................................116 PART II: CITIZENSHIP CURRICULUM, UNIT I - VI ...........................................................118 PART II: CITIZENSHIP CURRICULUM, UNIT VII—THE MOVEMENT..........................136 CASE STUDIES...............................................................................................................................167 STATISTICS ON EDUCATION, HOUSING, INCOME AND EMPLOYMENT, AND HEALTH................................................................................................................................167 THE SOUTH AS AN UNDERDEVELOPED COUNTRY.......................................................174 THE POOR IN AMERICA..........................................................................................................181 THE TRIPLE REVOLUTION.....................................................................................................192 CHESTER, PA.—COMMUNITY ORGANIZATION IN THE OTHER AMERICA..............203 GUIDE TO NEGRO HISTORY..................................................................................................212 NEGRO HISTORY ADDENDUM I...........................................................................................226 NEGRO HISTORY ADDENDUM II .........................................................................................232 NEGRO HISTORY STUDY QUESTIONS................................................................................235 THE DEVELOPMENT OF NEGRO POWER IN AMERICAN POLITICS SINCE 1900......238 IN WHITE AMERICA ................................................................................................................246 THE MISSISSIPPI POWER STRUCTURE...............................................................................256 THE POWER OF THE DIXIECRATS.......................................................................................265 NAZI
Load more

Recommended publications
  • Freedom Teachers : Northern White Women Teaching in Southern Black Communities, 1860'S and 1960'S
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2001 Freedom teachers : Northern White women teaching in Southern Black communities, 1860's and 1960's. Judith C. Hudson University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Hudson, Judith C., "Freedom teachers : Northern White women teaching in Southern Black communities, 1860's and 1960's." (2001). Doctoral Dissertations 1896 - February 2014. 5562. https://scholarworks.umass.edu/dissertations_1/5562 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. FREEDOM TEACHERS: NORTHERN WHITE WOMEN TEACHING IN SOUTHERN BLACK COMMUNITIES, 1860s AND 1960s A Dissertation Presented by JUDITH C. HUDSON Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 2001 Social Justice Education Program © Copyright by Judith C. Hudson 2001 All Rights Reserved FREEDOM TEACHERS: NORTHERN WHITE WOMEN TEACHING IN SOUTHERN BLACK COMMUNITIES, 1860s AND 1960s A Dissertation Presented by JUDITH C. HUDSON Approved as to style and content by: Maurianne Adams, Chair ()pMyu-cAI oyLi Arlene Voski Avakian, Member ACKNOWLEDGMENTS . I would like to acknowledge the financial support of the American Association of University Women. I received a Career Development Grant which allowed me, on a full¬ time basis, to begin my doctoral study of White women’s anti-racism work.
    [Show full text]
  • SCLC Places Archive at Emory Historical Records to Become Destination for Civil Rights Research
    March 6, 2008 Contact: Elaine Justice of Emory University, 404-727-0643, [email protected] Contact: Keisha Ray of SCLC, 404-522-1420 ext. 23, [email protected] For Immediate Release SCLC Places Archive at Emory Historical Records to Become Destination for Civil Rights Research Emory University and the Southern Christian Leadership Conference (SCLC) announced March 6 that the SCLC has placed its archive with Emory's Manuscript, Archives, and Rare Book Library (MARBL). "Emory is delighted to care for, catalog and share this unique intellectual resource with visitors from around the city and the world," says Emory Provost Earl Lewis. "SCLC played a signal role in the nation's struggles over civil rights. By helping to preserve that legacy we honor the past by connecting it to the present and the future." "Placing the SCLC archive with Emory ensures that the organization's materials will enrich understanding of history, culture and non-violence for generations to come," says SCLC President Charles Steele. The SCLC was co-founded in New Orleans, La., on Feb. 14, 1957, by Martin Luther King, Jr. and other African American leaders from across the South with the purpose of advancing the cause of racial equality. Its archive, contained in 1,100 boxes, is the second-largest collection placed with MARBL, surpassed in size only by the Sam Nunn congressional archive. The bulk of the SCLC materials date from 1968 to 1977, during the terms of SCLC's two longest-serving presidents: Ralph David Abernathy and Joseph Lowery. SCLC Archive Photos Document Civil Rights Movement Included in the archive are correspondence; press releases, speeches and other SCLC staff writings; SCLC publications; membership records; clippings and other collected print materials; photographs; audio cassette tapes; and videotapes.
    [Show full text]
  • Mississippi Freedom Summer: Compromising Safety in the Midst of Conflict
    Mississippi Freedom Summer: Compromising Safety in the Midst of Conflict Chu-Yin Weng and Joanna Chen Junior Division Group Documentary Process Paper Word Count: 494 This year, we started school by learning about the Civil Rights Movement in our social studies class. We were fascinated by the events that happened during this time of discrimination and segregation, and saddened by the violence and intimidation used by many to oppress African Americans and deny them their Constitutional rights. When we learned about the Mississippi Summer Project of 1964, we were inspired and shocked that there were many people who were willing to compromise their personal safety during this conflict in order to achieve political equality for African Americans in Mississippi. To learn more, we read the book, The Freedom ​ Summer Murders, by Don Mitchell. The story of these volunteers remained with us, and when ​ this year’s theme of “Conflict and Compromise” was introduced, we thought that the topic was a perfect match and a great opportunity for us to learn more. This is also a meaningful topic because of the current state of race relations in America. Though much progress has been made, events over the last few years, including a 2013 Supreme Court decision that could impact voting rights, show the nation still has a way to go toward achieving full racial equality. In addition to reading The Freedom Summer Murders, we used many databases and ​ ​ research tools provided by our school to gather more information. We also used various websites and documentaries, such as PBS American Experience, Library Of Congress, and Eyes on the Prize.
    [Show full text]
  • Download a Transcript of the Episode
    Scene on Radio Freedom Summer (Season 4, Episode 7) Transcript http://www.sceneonradio.org/s4-e7-freedom-summer/ John Biewen: A content warning: this episode includes descriptions of intense violence, and the use of a racial slur. Chenjerai Kumanyika: So John, when you look at history the way that we’re looking at it in this series, sometimes I start to get tempted to make really sloppy historical comparisons. You know what I mean? ‘Cause that’s easy to do. John Biewen: It is easy to do. What’s that expression: history doesn’t repeat itself, but it does often rhyme. And it’s easy to get carried away trying to hear those rhymes. Chenjerai Kumanyika: In the scholarly world, we learn to have nuance and not to do that, but, you know, sometimes, I myself have been guilty. I worked on this podcast, Uncivil, about the Civil War, and during that time I was like, everything is just like 1861. I would be at dinner parties and people are like Chenj, we get it, to 1 understand anything, like a movie–we have to go back to the 19th century, we understand. John Biewen: Yeah. Or, you know, the United States today is Germany 1933! Right? Well, maybe it is, somedays it seems to be, but yeah, you try not to get too carried away reading the newspaper every morning. Chenjerai Kumanyika: Absolutely. That said, I do think it’s really important to think about the themes and continuities and lessons that we can really learn from history. And today’s episode has me thinking about political parties, and this kinda never-ending struggle that they have between what gets called party “unity,” or maintaining a “big tent,” and then on the other hand really trying to stick to or imagine more ambitious or even radical policy positions that vulnerable groups within the base of the party care about.
    [Show full text]
  • Sisters of the Mississippi Struggle : Examining the Contributions by Women to the Fight for Otingv Equality in Mississippi in the Early 1960S
    University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2015 Sisters of the Mississippi struggle : examining the contributions by women to the fight for otingv equality in Mississippi in the early 1960s. Morgan Ackerman, 1980- University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the History Commons Recommended Citation Ackerman,, Morgan 1980-, "Sisters of the Mississippi struggle : examining the contributions by women to the fight for voting equality in Mississippi in the early 1960s." (2015). Electronic Theses and Dissertations. Paper 2145. https://doi.org/10.18297/etd/2145 This Master's Thesis is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. SISTERS OF THE MISSISSIPPI STRUGGLE: EXAMING THE CONTRIBUTIONS BY WOMEN TO THE FIGHT FOR VOTING EQUALITY IN MISSISSIPPI IN THEE ARLY 1960s By: Morgan Ackerman M.A. University of Louisville, 2015 A Thesis Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville in Partial Fulfilment of the Requirements for the Degree of Master of Arts in History Department of History University of Louisville Louisville, Kentucky May 2015 Copyright 2015 by Morgan Ackerman All Rights Reserved SISTERS OF THE MISSISSIPPI STRUGGLE: Examining the Contributions of Women to the Fight for Voting Equality in Mississippi in the Early 1960s By: Morgan Ackerman M.A., University of Louisville, 2015 A ThesisApproved on 14 April 2015 By the Following Thesis Committee: ----------------------------------- Dr.
    [Show full text]
  • The Voice of Freedom
    NOW! The Voice Of Freedom No , .:.. 'lOll Lynch St., Jackson, · Miss. - , COLLEGE STUDENTS CONVENE HIGH SCHOOL CONFERENCE On April 25 approximately 100 On May 2, 200-300 high school students representxng 7 colleges students attended a state-wide in Mississippi~(Tougaloo, Jackson conference at Tougaloo. There were State, Alcorn,- Miss. Industrial, representatives from all over the M~ry Holmes, and Rust) gathered state, from rural as well as urban on t he campus of Tougaloo College areas. for an all day conference. The p~ogram started off with Free Ella Baker spoke on the role ~om songs, followed by a speech by of the student in the movement; Gwen Gillon on "The Role of the Stu St aughton Lynd and Harold Barti- dents in the Movement. 11 Then work­ m; lli spoke on student civil liber-·shops were held on "What Can You Do?': t ies;· severa 1 COFO workers spoke I u the afternoon a speech, "The on the COFO programs. Role of the Church in the Movement" The students held worksh~ps in w~s given by Rev. Grady Paulson. the a fternoon, discussing 11 \·Jhat Jerry .Austin spoke on the Mississippi Can We Do?" .After reports from the Union,. and led a discussion. Stu-­ workshtbps a state -wide student dents from different a rea s of the str ucture was set up tq plan for state participated in the discussion further action. about what they as students had done Pa rticular attention was pa id in the ~llovement. the problem of the Alcorn students - the ir dismissa l had ocurred just t hree da ys earli er.
    [Show full text]
  • The Lessons of Freedom Summer
    Equal Education The Lessons of Freedom Summer By Kathy Emery, Ph.D s a former history teacher and current organizer in San Francisco, my primary interest in the orginial Freedom A School Curriculum is twofold:1 It demonstrates that if society is to be improved, curriculum and pedagogy must be based on the asking of questions, not the answering of them. Secondly, it proves that history is fundamental to understanding the mechanisms of repression today and to the process of empowering students to be active agents of change. I have taken the explicit goals of the Freedom School Reform as Social Reform School’s Citizenship Curriculum2—asking questions Since education is inextricably connected to the to improve society and using history to understand social, political, and economic structures of society, the mechanisms of repression and liberation—as school reform must be part of a social movement. It models for my own thinking about education reform was no coincidence that students at the 1964 today. In placing Freedom Schools within the context Mississippi Freedom School convention included the 20 of the history of alternative education reform3 to topics of integration of public accommodations, promote more proactive thinking about school reform housing, education, health, foreign affairs, federal aid, today, I have come to the following conclusions: discrimination in hiring, the plantation system, civil 1. Teachers must be a part of the community in liberties, law enforcement, city maintenance, voting which they teach. and direct action in their platform.4 The topics are 2. School reform must be part of a social reform still relevant (one could substitute the corporate movement.
    [Show full text]
  • Expert Group #1: Origins of Freedom Schools
    Expert Group #1: Origins of Freedom Schools Images from www.CRMvet.org NOTE: Most of the following sources are primary documents from the 1964 Freedom Schools, provided by Education & Democracy, Civil Rights Movement Veterans, and the University of Southern Mississippi Digital Collections. DISCUSSION QUESTIONS …………………………………………………………………………………... 2 ROOTS & URGENCY Origins of the Freedom Schools ………………………………………………………………………… 3 New Houses of Liberty (excerpt) ….…………………………………………………………………….. 4 Prospectus for a Summer Freedom School Program by Charles Cobb (excerpt) ……………………….. 6 MAKING THE FREEDOM SCHOOLS A REALITY Freedom Summer Brochure - including advertisement for Freedom School ………………………….. 8 Mississippi Student Union Brochure (2 page excerpt) .……………………………………….……..… 10 Profile of typical Freedom Schools (excerpt) ………………………………………………………….. 11 Map of Freedom Summer Projects in Mississippi ……………………………………………………... 13 LONG-TERM IMPACTS Overview of impact of Freedom Schools ……………………………………………………………… 14 Brochure recruiting for year-round Freedom Schools ……………………………………………….… 15 1 DISCUSSION QUESTIONS - Origins Expert Group 1) Describe the Freedom Schools: where did they take place? Who participated? How were Freedom Schools in the summer of 1964 different from regular schools during the school-year at that time? 2) Why do you think the organizers of Freedom Summer included a proposal for the Freedom Schools? What factors led to the urgency of the development of these Freedom Schools? 3) What kind of words, images, and information did the
    [Show full text]
  • Freedom Schools Then and Now: a Transformative Approach to Learning
    Freedom Schools Then and Now: A Transformative Approach to Learning Freedom Schools Then and Now: A Transformative Approach to Learning Marcia Watson University of North Carolina, Charlotte, North Carolina, USA Abstract The purpose of this paper is to provide a historical and conceptual link between Ella Baker’s Freedom School model and Paulo Freire’s demand for critical education and emancipatory learning. Ella Baker, situated in the daunting environment of the Civil Rights Movement, saw education as a tool for social mobility for Mississippi residents in 1964. Paulo Freire, likewise, demanded that educational changes be made for the social plight of Brazilian citizens. This need for liberating education spanned across decades and is still needed today. Under the leadership of the Children’s Defense Fund ® (CDF), Freedom Schools still exist today as summer literacy programs for youth. This paper will provide a historical overview of the original 1964 Freedom Schools program and a programmatic snapshot of the current Children’s Defense Fund (CDF) Freedom Schools program. In addition, this paper will explore the academic and social benefits that Freedom Schools offers, while outlining the imperativeness of the program’s social action component for students. Keywords: Freedom Schools, social mobility, transformative education, emancipatory learning, multiculturalism, critical education, social action Introduction A historical overview of African American education is critically important due to many misconceived notions about Black students, Black achievement, and Black aptitude. Misconceptions about the achievement gap and IQ testing have been eradicated through contemporary studies, but the damages have nevertheless branded African American students 170 | P a g e Marcia Watson with substandard academic abilities (King, 2005; Perry, Steele, & Hilliard, 2003).
    [Show full text]
  • Civil Rights Movement: Freedom Summer 1964
    Henegan1 Civil Rights Movement: Freedom Summer 1964 The Education of African Americans- 1950 to the Present Christina Henegan The Ohio State University Henegan2 The Civil Rights movement was a time when people from all over the United States came together to build awareness and support for equal rights. The Civil Rights Movement was making headlines, and, by 1963, it was in the media every day (Boyd, 2004). The pictures were frightening and the divide between supporters and non-supporters was growing. By the summer of 1964, many players in the civil rights movement were prepared to make their efforts more serious and, in turn, more political. Activists hoped to educate African Americans about the importance of voting and build an awareness in politics that the African American vote was an important one and that issues significant to African American people needed to be addressed. African Americans, as well as white civil rights activists, were ready to support a movement and, with the death of Louis Allen, Bob Moses felt that the summer of 1964 was the time to do it (Boyd, 2004). The Freedom Summer of 1964 was initiated with the goal of registering black people in the South to vote. Volunteers were trained in Oxford, Ohio to register voters, teach at Freedom Schools and support the movement in any other ways possible. They were trained in non-violent responses and about a coalition of Mississippi civil rights groups, the Council of Federated Organizations (COFO) (Carson & Bauerlein, 2003, p. 266). The Student Nonviolent Coordinating Committee (SNCC) was a group of young black activists who had been fighting for equal rights for years.
    [Show full text]
  • Mississippi Freedom Summer, 1964
    Mississippi Freedom Summer, 1964 By Bruce Hartford Copyright © 2014. All rights reserved. For the winter soldiers of the Freedom Movement Contents Origins The Struggle for Voting Rights in McComb Mississippi Greenwood & the Mississippi Delta The Freedom Ballot of 1963 Freedom Day in Hattiesburg Mississippi Summer Project The Situation The Dilemma Pulling it Together Mississippi Girds for Armageddon Washington Does Nothing Recruitment & Training 10 Weeks That Shake Mississippi Direct Action and the Civil Rights Act Internal Tensions Lynching of Chaney, Schwerner & Goodman Freedom Schools Beginnings Freedom School Curriculum A Different Kind of School The Freedom School in McComb Impact The Medical Committee for Human Rights (MCHR) Wednesdays in Mississippi The McGhees of Greenwood McComb — Breaking the Klan Siege MFDP Challenge to the Democratic Convention The Plan Building the MFDP Showdown in Atlantic City The Significance of the MFDP Challenge The Political Fallout Some Important Points The Human Cost of Freedom Summer Freedom Summer: The Results Appendices Freedom Summer Project Map Organizational Structure of Freedom Summer Meeting the Freedom Workers The House of Liberty Freedom School Curriculum Units Platform of the Mississippi Freedom School Convention Testimony of Fannie Lou Hamer, Democratic Convention Quotation Sources [Terminology — Various authors use either "Freedom Summer" or "Summer Project" or both interchangeably. This book uses "Summer Project" to refer specifically to the project organized and led by the Student Nonviolent Coordinating Committee (SNCC) and the Council of Federated Organizations (COFO). We use "Freedom Summer" to refer to the totality of all Freedom Movement efforts in Mississippi over the summer of 1964, including the efforts of medical, religious, and legal organizations (see Organizational Structure of Freedom Summer for details).
    [Show full text]
  • CIVIL RIGHTS HIST 232—American Nation: 1877-Present Kelly Obernuefemann
    CIVIL RIGHTS HIST 232—American Nation: 1877-Present Kelly Obernuefemann “The greatest movement for social justice our country has ever known is the civil rights movement and it was totally rooted in a love ethic.” --bell hooks Articles Beyerlein, Kraig, and Kenneth T. Andrews. "Black Voting During the Civil Rights Movement: A Micro-level Analysis." Social Forces 87, no. 1 (September 2008): 65-93. Academic Search Complete, EBSCOhost (accessed March 10, 2017). Link: Black Voting During the Civil Rights Movement "Flight of the "Liberals" Across the Thin Ice." Saturday Evening Post 219, no. 32 (February 8, 1947): 152. Academic Search Complete, EBSCOhost (accessed March 10, 2017). Link: Flight of the "Liberals" Across the Thin Ice NOTE: “The article focuses on the development of a new American progressive movement. Despite the establishment of various movements, the group is still seeking for a loyal and liberal organization. In desperation, a group of these harassed intellectual individuals have tossed aside their remaining robes of prophecy and become Americans for Democratic Action.” Joiner, Lottie L. "The Pioneers of the Civil Rights Movement 1963-2013." Essence 44, no. 1 (May 2013): 118. Academic Search Complete, EBSCOhost (accessed March 10, 2017). Link: Pioneers of the Civil Rights Movement Litwack, Leon F. "Fight the Power!" The Legacy of the Civil Rights Movement." Journal of Southern History 75, no. 1 (February 2009): 3-28. Academic Search Complete, EBSCOhost (accessed March 10, 2017). Link: Fight the Power Moore Clemons, Kristal. "I've Got to Do Something for My People: Black Women Teachers of the 1964 Mississippi Freedom Schools." Western Journal of Black Studies 38, no.
    [Show full text]