DOCSLIB.ORG

The Student Interracial Ministry, Liberal Protestantism, and the Civil Rights Movement, 1960-1970

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Student Interracial Ministry, Liberal Protestantism, and the Civil Rights Movement, 1960-1970 Revolution and Reconciliation: The Student Interracial Ministry, Liberal Protestantism, and the Civil Rights Movement, 1960-1970 David P. Cline A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for a degree of doctor of philosophy in the Department of History. Chapel Hill 2010 Approved by: Advisor: Jacquelyn Dowd Hall Reader: W. Fitzhugh Brundage Reader: William H. Chafe Reader: Laurie F. Maffly-Kipp Reader: Heather A. Williams © 2010 David P. Cline ALL RIGHTS RESERVED ii ABSTRACT DAVID P. CLINE: Revolution and Reconciliation: The Student Interracial Ministry, Liberal Protestantism, and the Civil Rights Movement, 1960-1970 (Under the direction of Jacquelyn Dowd Hall) The Student Interracial Ministry (SIM) was a seminary-based, nationally influential Protestant civil rights organization based in the Social Gospel and Student Christian Movement traditions. This dissertation uses SIM’s history to explore the role of liberal Protestants in the popular revolutions of the 1960s. Entirely student-led and always ecumenical in scope, SIM began in 1960 with the tactic of placing black assistant pastors in white churches and whites in black churches with the goal of achieving racial reconciliation. In its later years, before it disbanded in mid-1968, SIM moved away from church structures, engaging directly in political and economic movements, inner-city ministry and development projects, and college and seminary teaching. In each of these areas, SIM participants attempted to live out German theologian Dietrich Bonhoeffer's exhortation to “bring the church into the world.” Revolution and Reconciliation demonstrates that the civil rights movement, in both its “classic” phase from the mid-1950s to the mid-1960s and its longer phase stretching over most of the twentieth century, was imbued with religious faith and its expression. It treats the classic phase of the civil rights movement as one manifestation of a theme of Liberal Protestant interracial reform that runs through the century, illustrating that liberal religious activists of the 1960s drew on a tradition of Protestant interracial reform, building on and iii sometimes reinventing the work of their progenitors earlier in the century to apply their understanding of the Gospel’s imperative to heal the injustices of the modern world. By examining the Student Interracial Ministry’s role in the civil rights movement, this dissertation contributes to the scholarship of social justice movements and of American religious activism by showing how progressive Christian young people worked for social change at the community level, and in the process created reform within both the seminary and the institutional church. By demonstrating the centrality of liberal Protestantism as a transformative force in twentieth century America, Revolution and Reconciliation offers a nuanced understanding of the student participants in the civil rights movement and a new perspective to the ongoing debates about the social, cultural, and political roots and legacies of the 1960s. iv To Shelley and Genevieve v ACKNOWLEDGEMENTS The best part of writing this dissertation was the people to whom this project introduced me. I accumulated many debts of gratitude along the way, only a portion of which I will be able to recall here. If you don’t see your name, and you’re not grateful for the omission, consider yourself thanked. First in line, by dint of her great display of patience, support, and more patience is Shelley Nichols Cline. Genevieve Louise Cline came along part way through the writing and provided much need perspective on the project, as well as on many other parts of life. My friend Tracy K’Meyer, a fantastic scholar of history and religion and overall insanely busy person, cut into vast swathes of her personal time to read and re-read and advise on this dissertation in its final phases. My father, Dr. Martin J. Cline, was my other faithful reader and adviser, whose close eye for language and timely sideline speeches got me through the last months. Thanks be unto you. I also owe a great debt of gratitude to the many former participants in the Student Interracial Ministry who happily gave of their time to recall their important past for me. I would especially like to thank several individuals who not only showed great enthusiasm for the project but nearly adopted it as their own. This has produced special relationships through the life of this research and so I thank, in no particular order, my friends and advisers John Collins, Maynard Moore, George Walters, Bob Seymour, Bob Hare, and Steve Rose. David Langston, an alum of Union Theological Seminary’s turbulent years in the late 1960s and vi early 1970s, although not of the SIM program, similarly adopted me and my research project and has given me many, many hours of his time. I am of course grateful to the members of my committee for their guidance and superlative scholarly models; thanks to: Jacquelyn Dowd Hall, Fitz Brundage, Bill Chafe, Laurie Maffly-Kipp, and Heather Williams. It is worth repeating the name of Jacquelyn Dowd Hall again. I benefitted greatly from her guidance and especially from her close and careful attention to the writing within this dissertation. A number of other scholars and archivists have been greatly helpful to me over the past few years, including David Strickland, Clinton Stockwell, Craig Werner, Rhonda Lee, Laura Clark Brown and her colleagues at the Southern Historical Collection, and above all, Ruth Tonkiss Cameron, archivist extraordinaire at the Burke Library, Union Theological Seminary. Friends and colleagues and teachers in North Carolina who made living and researching here a pleasure include Beth Millwood, Seth Kotch, Anne Olivar, Rhonda Lee (again), Wayne Lee, Michael Hunt, Jason Bivins, Nina Bivins, Adriane Lentz-Smith, Christian Lentz, Katherine Charron, Brett Whalen, Malissa McCloud, Emily Burrill, Harry Watson, Ayse Erginer, Dave Shaw, Joseph Mosnier, Kendra Cotton, Sally Greene, Emily Baran, Josh Davis, Mark Sheftall, Bryan and Kelly Gilmer, Gordon Mantler, Christina Headrick, Bethany Keenan, Ryan and Katie Sabino, Christina Snyder, Aidan Smith, Willoughby Anderson, and Paul and Mindy Quigley. My thanks, too, to my friends and co- workers at the Southern Oral History Program and the Center for the Study of the American South. For their “soul support,” I thank my family and the Nichols clan far and wide, and the kind staff of Elmo’s restaurant in Durham. Mmmmm. vii TABLE OF CONTENTS Introduction………………………………………………………………..……...………...…1 Part One: “A Stirring in the Mulberry Trees”: Interracial Ministry and the Civil Rights Movement Chapter One: First Stirrings: Seminarians and the Call to Join the Southern Struggle……………...………………………..………………………………..22 Chapter Two: “So That None Shall Be Afraid”: Establishing and Building the Student Interracial Ministry, 1960-1961…………..….……………………74 Chapter Three: To be Both Pastor and Prophet: Interracial Ministry in Chapel Hill, North Carolina, 1962………...………………....…………….109 Part Two: “These Walls Will Shake”: New Forms of Ministry for Changing Times Chapter Four: Beyond the Church Walls: Adopting New Strategies, 1963-1966…...………………………...........………………………………145 Chapter Five: The Church at Work in the World: Ministry in the Fields and Towns of Southwest Georgia, 1965-1968……………………….………….190 Part Three: “Living Completely in This World”: Into the City and Back to Campus Chapter Six: Seminarians in the City: Embracing Urban Ministry, 1967-1970..............241 viii Chapter Seven: Seminaries in the Storm: Educational Reform, Union Theological Seminary, and the Final Years of the Student Interracial Ministry……………..……...297 Afterword………………………………………………..……………………………….....330 Bibliography…………………………………………………………..……………………337 ix LIST OF ABBREVIATIONS National Council of Churches: NCC Southern Christian Leadership Conference Student Interracial Ministry: SIM Student Nonviolent Coordinating Committee: SNCC Union Theological Seminary: UTS x INTRODUCTION When God enters, history for the while ceases to be, and there is nothing more to ask; for something wholly different and new begins – a history with its own distinct grounds, possibilities, and hypotheses. – Karl Barth, The Word of God and the Word of Man 1 Our Christian calling does not [give us] the answers to every social problem, and all conflicts have not been decided beforehand in favor of our side. Our job is to struggle along with everybody else and collaborate with them in the difficult, frustrating task of seeking a solution to common problems, which are entirely new and strange to us all. – Thomas Merton, Faith and Violence 2 The Reverend David Jones sang loudly in a vibrant, clear baritone. While his wasn’t the only voice singing freedom songs that day in July 1963 in Wilmington, NC, it was the one that the angry judge would remember. Jones, a Presbyterian from St. Louis, Missouri and a student at McCormick Theological Seminary in Chicago, was arrested along with other civil rights demonstrators after a downtown protest against racially discriminatory businesses. The next day Judge H. Winfield Smith dismissed the charges against all the demonstrators except Jones, to whom he added an additional charge of contempt of court after the seminarian began singing on the courthouse steps. As he sentenced Jones to thirty 1 Karl Barth, The Word of God and the Word of Man , edited and translated by Douglas Horton (originally 1928, Gloucester, MA: Peter Smith
Load more

Recommended publications
  • 2014 OAH Annual Meeting Program
    INTRODUCING The American Historian A NEW OAH MAGAZINE The OAH is pleased to announce a The American Historian new magazine for all of our members. OrgA NIZATI O N O F AMEricA N HISTORIA NS The American Historian will cover the broad variety of needs and interests of our members, including primary and secondary teaching, professional development, research, recent schol- arship, public history, digital history, and contemporary debates about the past. We believe that it will educate and excite OAH members and the entire Race, Rights, and Relocation ALSO INSIDE U.S. history community. The Forgotten Debate of ‘76 p. 24 Labor, Gender, and Unrest in the Gilded Age p. 28 PLUS News, Reviews, and More We will be distributing a prototype issue of the magazine at our 2014 Annual Meeting in Atlanta. We hope you will pick up a copy. The American Historian will officially debut in the summer of 2014. Finally, we welcome your submis- sions. For information, please contact The American Historian’s acting editor, William Gillis, at [email protected]. APRIL 10 – 13 | HILTON ATLANTA • 1 We l c o m e Welcome to the 105th Annual Meeting of the Organization of American Historians! Meeting themes are rarely “ripped from the headlines” as if they were scripts from television’s Law and Order. However, the heated national debate over comprehensive immigration reform calls attention to American history’s perennial themes: the peopling of the United States and the great vitality derived from the diversity of the American population. “Crossing Borders,” then, seemed the appropriate choice to be the thematic focus of this year’s meeting.
    [Show full text]
  • Excerpts from Speeches from the March on Washington for Jobs and Freedom August 28, 1963
    Excerpts from Speeches from the March on Washington for Jobs and Freedom August 28, 1963 A. Philip Randolph, Director, March on Washington for Jobs and Freedom Fellow Americans, we are gathered here in the largest demonstration in the history of this nation…It was not until the streets and jails of Birmingham were filled that Congress began to think about civil rights legislation. It was not until thousands demonstrated in the South that lunch counters…were integrated… The March on Washington is not the climax of our struggle but a new beginning not only for the Negro but for all Americans who thirst for a better life. Reverend Eugene Carson Blake, Stated Clerk, United Presbyterian Church of the U.S.A, Vice Chairman, Commission on Race Relations of the National Council of Churches of Christ in America Yes, we come to march behind and with these amazingly able leaders of the Negro American…They have offered their bodies to arrest and violence, to the hurt and indignity of fire hoses and dogs…for this just cause…We come to present ourselves this day, our souls and bodies…We come in prayer…We come in faith that the God who made us…will overrule the fears and hatred that so far have prevented the establishment of full racial justice in our beloved country… And we come in that love…which reconciles into true community all men of every color, race and nation. John Lewis, National Chairman, Student Nonviolent Coordinating Committee To those who say “be patient and wait,” we must say that we cannot be patient… we want to be free now.
    [Show full text]
  • Educator's Guide
    Holiday House Educator’s Guide Because They Marched The People’s Campaign for Voting Rights That Changed America Russell Freedman Grades 5 up HC: 978-0-8234-2921-9 • e-book: 978-0-8234-3263-9 • $20.00 Illustrated with photographs. Includes a time line, source notes, a bibliography, and an index. ALA Notable Children’s Book A Kirkus Reviews Best Children’s Book A Booklist Editors’ Choice ★ “A beautifully written narrative that is moving as well as informative.” —Booklist, starred review ★ “Richly illustrated.” —Kirkus Reviews, starred review ★ “Clear, concise storytelling.” —Publishers Weekly, starred review About the Book For the 50th anniversary of the march for voting rights from Selma to Montgomery, Alabama, Newbery Medalist Russell Freedman has written a riveting account of this pivotal event in the history of civil rights. In the early 1960s, tensions in the segregated South intensified. Tired of reprisals for attempting to register to vote, Selma’s black community began to protest. The struggle received nationwide attention in January 1965, when Dr. Martin Luther King, Jr. led a voting rights march and was attacked by a segregationist. In February, the shooting of an unarmed demonstrator by an Alabama state trooper inspired a march from Selma to the state capital, an event that got off to a horrific start on March 7 as law officers attacked peaceful demonstrators. Broadcast throughout the world, the violence attracted widespread outrage and spurred demonstrators to complete the march at any cost. Illustrated with more than forty photographs, this is an essential chronicle of events every American should know. www.HolidayHouse.com Pre-Reading Activity The Fifteenth Amendment to the United States Constitution was ratified on February 3, 1870.
    [Show full text]
  • Living in Harmony
    LIVING IN HARMONY Empowering Children to Become World Harmony Builders Andrew Kutt LIVING IN HARMONY Empowering Children to Become World Harmony Builders LIVING IN HARMONY WITH OURSELVES Illustrations by Radha Honig Copyright 2005, Andrew Kutt All rights reserved. No portion of this book may be reproduced in any form without express written permission from the Publisher. TABLE OF CONTENTS Introduction Part I: Discovering Harmony Within Ourselves Chapter One ....1 Silence and Concentration Chapter Two ....7 Imagination Chapter Three ....15 Learning about Our Feelings Chapter Four ....25 The Good Things about Ourselves - Our Virtues Chapter Five ....33 Feeling and Expressing Harmony through Art Chapter Six ....39 The Pathway of Writing Chapter Seven ....47 Music Chapter Eight ....57 Building Harmony through Affirmations Chapter Nine ....63 Fitness Chapter Ten ....73 Involvement with Nature Part II: Creating Harmony in the World Chapter Eleven ....89 Welcome to the Web of Life: Understanding How Every Relationship Can Build a Positive World Chapter Twelve ....105 Creativity: Becoming a Problem-Solver Every Day Chapter Thirteen ....121 Let’s Do It Together: Learning the Skills of Cooperation and Teamwork Chapter Fourteen ....139 Conflict Means a Chance to Grow: Learning the Art of Non-Violent Conflict Resolution Chapter Fifteen ....155 Some for You and Some for Me – Learning to Become Partners in Sharing the World’s Resources Chapter Sixteen ....171 Good Morning, Meet your World: Getting to Know the World We Live In Chapter Seventeen ....187 Learning from the Past and Making a Better Future Chapter Eighteen ....203 The Government Is Us: Gaining the Skills of Active Citizenship Chapter Nineteen ....221 Everyone is Born a Leader: Discovering and Practicing Your Own Leadership Qualities Chapter Twenty ....239 Love Starts Here: Building a Just and Peaceful World Afterword ....251 Introduction Living in Harmony is intended to provide a pathway for students and teachers towards the goals of fostering greater harmony in their schools, in their communities and in the world.
    [Show full text]
  • How Nonviolent Warrior Feels on Firing Line in Rural Dixie
    CHICAGO SUN-TIMES, Mon., May 20, 1963 STUDENTS7 ROLE IN RACIAL STRUGGLE How Nonviolent Warrior Feels On Firing Line In Rural Dixie Here is the second of two articles by strain of white hatred, threats, beatings, and the lawyer and the field hand and the Robert S. Bird of the New York Herald arrest, jail and even shootings? servant girls are all going to jail together. Tribune. His survey of Negroes' views Carver Neblett is 19 and a sophomore at Becomes Community Project on white America, described as "brilliant" Southern Illinois University, who has been "Then it is that we have become part of the by Walter Lippmann last week, has re­ on leave for more than a year. He was born community ourselves, and everybody is knit ceived widespread attention. into a sharecropper's family in rural Tennes­ together and the whole Negro group is ready see. The family moved north six years ago, to do anything—anything—to get their goal." By Robert S. Bird to Carbondale, 111., but he was not able to rid Carver was not able to express very well the Special from the New York Herald Tribune himself of the resentments he felt in growing quality of the peril which envelops such a up as a segregated Negro in the South. Snick-invaded rural Negro community like a I met Carver Neblett in about the same way When he was in his last year of high school chill miasma. But older and more mature you reach in and pull a number out of the hat.
    [Show full text]
  • Martin Luther King Jr., Cesar Chavez, and the Images of Their Movements
    MIXED UP IN THE MAKING: MARTIN LUTHER KING JR., CESAR CHAVEZ, AND THE IMAGES OF THEIR MOVEMENTS A Dissertation presented to the Faculty of the Graduate School University of Missouri-Columbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by ANDREA SHAN JOHNSON Dr. Robert Weems, Jr., Dissertation Supervisor MAY 2006 © Copyright by Andrea Shan Johnson 2006 All Rights Reserved The undersigned, appointed by the Dean of the Graduate School, have examined the dissertation entitled MIXED UP IN THE MAKING: MARTIN LUTHER KING JR., CESAR CHAVEZ AND THE IMAGES OF THEIR MOVEMENTS Presented by Andrea Shan Johnson A candidate for the degree of Doctor of Philosophy of History And hereby certify that in their opinion it is worthy of acceptance. __________________________________________________________ Professor Robert Weems, Jr. __________________________________________________________ Professor Catherine Rymph __________________________________________________________ Professor Jeffery Pasley __________________________________________________________ Professor Abdullahi Ibrahim ___________________________________________________________ Professor Peggy Placier ACKNOWLEDGEMENTS I owe thanks to many people for helping me in the completion of this dissertation. Thanks go first to my advisor, Dr. Robert Weems, Jr. of the History Department of the University of Missouri- Columbia, for his advice and guidance. I also owe thanks to the rest of my committee, Dr. Catherine Rymph, Dr. Jeff Pasley, Dr. Abdullahi Ibrahim, and Dr. Peggy Placier. Similarly, I am grateful for my Master’s thesis committee at Indiana University-Purdue University at Indianapolis, Dr. Annie Gilbert Coleman, Dr. Nancy Robertson, and Dr. Michael Snodgrass, who suggested that I might undertake this project. I would also like to thank the staff at several institutions where I completed research.
    [Show full text]
  • Leaders of the March on Washington for Jobs and Freedom Biographical Information
    “The Top Ten” Leaders of the March on Washington for Jobs and Freedom Biographical Information (Asa) Philip Randolph • Director of the March on Washington for Jobs and Freedom. • He was born on April 15, 1889 in Crescent City, Florida. He was 74 years old at the time of the March. • As a young boy, he would recite sermons, imitating his father who was a minister. He was the valedictorian, the student with the highest rank, who spoke at his high school graduation. • He grew up during a time of intense violence and injustice against African Americans. • As a young man, he organized workers so that they could be treated more fairly, receiving better wages and better working conditions. He believed that black and white working people should join together to fight for better jobs and pay. • With his friend, Chandler Owen, he created The Messenger, a magazine for the black community. The articles expressed strong opinions, such as African Americans should not go to war if they have to be segregated in the military. • Randolph was asked to organize black workers for the Pullman Company, a railway company. He became head of the Brotherhood of Sleeping Car Porters, the first black labor union. Labor unions are organizations that fight for workers’ rights. Sleeping car porters were people who served food on trains, prepared beds, and attended train passengers. • He planned a large demonstration in 1941 that would bring 10,000 African Americans to the Lincoln Memorial in Washington, DC to try to get better jobs and pay. The plan convinced President Roosevelt to take action.
    [Show full text]
  • Song & Music in the Movement
    Transcript: Song & Music in the Movement A Conversation with Candie Carawan, Charles Cobb, Bettie Mae Fikes, Worth Long, Charles Neblett, and Hollis Watkins, September 19 – 20, 2017. Tuesday, September 19, 2017 Song_2017.09.19_01TASCAM Charlie Cobb: [00:41] So the recorders are on and the levels are okay. Okay. This is a fairly simple process here and informal. What I want to get, as you all know, is conversation about music and the Movement. And what I'm going to do—I'm not giving elaborate introductions. I'm going to go around the table and name who's here for the record, for the recorded record. Beyond that, I will depend on each one of you in your first, in this first round of comments to introduce yourselves however you wish. To the extent that I feel it necessary, I will prod you if I feel you've left something out that I think is important, which is one of the prerogatives of the moderator. [Laughs] Other than that, it's pretty loose going around the table—and this will be the order in which we'll also speak—Chuck Neblett, Hollis Watkins, Worth Long, Candie Carawan, Bettie Mae Fikes. I could say things like, from Carbondale, Illinois and Mississippi and Worth Long: Atlanta. Cobb: Durham, North Carolina. Tennessee and Alabama, I'm not gonna do all of that. You all can give whatever geographical description of yourself within the context of discussing the music. What I do want in this first round is, since all of you are important voices in terms of music and culture in the Movement—to talk about how you made your way to the Freedom Singers and freedom singing.
    [Show full text]
  • The Daily Egyptian, March 31, 1965
    Southern Illinois University Carbondale OpenSIUC March 1965 Daily Egyptian 1965 3-31-1965 The aiD ly Egyptian, March 31, 1965 Daily Egyptian Staff Follow this and additional works at: http://opensiuc.lib.siu.edu/de_March1965 Volume 46, Issue 113 Recommended Citation , . "The aiD ly Egyptian, March 31, 1965." (Mar 1965). This Article is brought to you for free and open access by the Daily Egyptian 1965 at OpenSIUC. It has been accepted for inclusion in March 1965 by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. ~§OCjA[ STUDIES Prof to Talk on 'I"{sanity Called Love' "The Insanity Called Love" phelia, ~er:S.p~it .. ~~~... "Se, ·.~:~.: ·.··-·~i"1"'.·.~:. will be the theme of the 1965 anctsQLo.v~". and "Why be 1.."~';' ..... ... .~. Throgmorton lecture series to MOfill~" ~ _.. '~ , 'w t b... presented by the Baptist OItif:.'MOFdi' 3.:mrUlle: ~isyd- '''. Fe Foundation at 7:30 p.m. during ney, Australia, ho 1 d s a April 12-15 at the Baptist doctor's degr ... e from South­ Foundation Chapd. western Seminary. He is John W. Drakeford, j:.ro- author of a booklet title "The fessor of psychology and coun- Ego and I." co-author of .. An seling and director of the Introduction to PastoralCoun- . Baptist Marriage and Family seling," and is a regular • SOUTHERH ''''''HOIS UHIVERSITY Counseling Center of Fort speaker on the Southern Worth, Tex., will be guest Baptist Radio Program, Carbondole, Illinois lecturer for the series. "Master Contro!." He will speak on • 'The Roots The Throgmorton Lectures Volume 46 Wednosdoy, March 31, 1965 Number 113 of Romantic Love," "Schiza- fund was established in 1962.
    [Show full text]
  • Brown V. Topeka Board of Education Oral History Collection at the Kansas State Historical Society
    Brown v. Topeka Board of Education Oral History Collection at the Kansas State Historical Society Manuscript Collection No. 251 Audio/Visual Collection No. 13 Finding aid prepared by Letha E. Johnson This collection consists of three sets of interviews. Hallmark Cards Inc. and the Shawnee County Historical Society funded the first set of interviews. The second set of interviews was funded through grants obtained by the Kansas State Historical Society and the Brown Foundation for Educational Excellence, Equity, and Research. The final set of interviews was funded in part by the National Park Service and the Kansas Humanities Council. KANSAS STATE HISTORICAL SOCIETY Topeka, Kansas 2000 Contact Reference staff Information Library & archives division Center for Historical Research KANSAS STATE HISTORICAL SOCIETY 6425 SW 6th Av. Topeka, Kansas 66615-1099 (785) 272-8681, ext. 117 E-mail: [email protected] Web site: http://www.kshs.org ©2001 Kansas State Historical Society Brown Vs. Topeka Board of Education at the Kansas State Historical Society Last update: 19 January 2017 CONTENTS OF THIS FINDING AID 1 DESCRIPTIVE INFORMATION ...................................................................... Page 1 1.1 Repository ................................................................................................. Page 1 1.2 Title ............................................................................................................ Page 1 1.3 Dates ........................................................................................................
    [Show full text]
  • Teaching the March on Washington
    Nearly a quarter-million people descended on the nation’s capital for the 1963 March on Washington. As the signs on the opposite page remind us, the march was not only for civil rights but also for jobs and freedom. Bottom left: Martin Luther King Jr., who delivered his famous “I Have a Dream” speech during the historic event, stands with marchers. Bottom right: A. Philip Randolph, the architect of the march, links arms with Walter Reuther, president of the United Auto Workers and the most prominent white labor leader to endorse the march. Teaching the March on Washington O n August 28, 1963, the March on Washington captivated the nation’s attention. Nearly a quarter-million people—African Americans and whites, Christians and Jews, along with those of other races and creeds— gathered in the nation’s capital. They came from across the country to demand equal rights and civil rights, social justice and economic justice, and an end to exploitation and discrimination. After all, the “March on Washington for Jobs and Freedom” was the march’s official name, though with the passage of time, “for Jobs and Freedom” has tended to fade. ; The march was the brainchild of longtime labor leader A. PhilipR andolph, and was organized by Bayard RINGER Rustin, a charismatic civil rights activist. Together, they orchestrated the largest nonviolent, mass protest T in American history. It was a day full of songs and speeches, the most famous of which Martin Luther King : AFP/S Jr. delivered in the shadow of the Lincoln Memorial. top 23, 23, GE Last month marked the 50th anniversary of the march.
    [Show full text]
  • A Reflection and Recognition of the African American Family (Revised)
    DOCUMENT RESUME ED 280 925 UD 025 430 TITLE Black History Month: A Reflection and Recognition of the African American Family (Revised). INSTITUTION New York State Education Dept., Albany. Div. of Civil Rights and Intercultural Relations. PUB DATE Jan 86 NOTE 59p.; For previous edition, see ED 255 592. AVAILABLE FROMNew York State Education Dept., Division of Civil Rights and Intercultural Relations, Room 471 EBA-Washington Ave., Albany, NY 12234 (free). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) -- Reference Materials - Bibliographies (131) EDRS PnICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Black Achievement; *Black History; *Black Influences; Elementary Secondary Education; Instructional Materials; Learning Activities ABSTRACT Instructional materials for nse during Black History Month in elementary and secondary schools are compiled in this booklet. Background information, instructional activities, and resources for classroom use are included for all disciplines. The materials are designed to reflect the relationship between past and present events in African and African American history. Following a foreword, instructor's guide, and chronology of notable African Americans, the booklet is divided into seven sections containing materials o, respectively: General Achievements, Business, Religion, Politics, Music, Math/Science, and Education. Each section consists of four components: (1) an overview (for use as handouts or in-class reading for students; (2) a statement of objectives (to be used by teachers as goals for each unit of instruction); (3) a list of "Facts You Should Know' which provide a chronological perspective of the achievements of African Americans; and (4) instructional activities which may be assigned to students across subject areas.
    [Show full text]