Complete List of Contents Volume 1
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
The Honorable Harold H. Greene
THE HONORABLE HAROLD H. GREENE U.S. District Court for the District of Columbia Oral History Project The Historical Society of the District of Columbia Circuit Oral History Project United States Courts The Historical Society of the District of Columbia Circuit District of Columbia Circuit The Honorable Harold H. Greene U.S. District Court for the District of Columbia Interviews conducted by: David Epstein, Esquire April 29, June 25, and June 30, 1992 NOTE The following pages record interviews conducted on the dates indicated. The interviews were electronically recorded, and the transcription was subsequently reviewed and edited by the interviewee. The contents hereof and all literary rights pertaining hereto are governed by, and are subject to, the Oral History Agreements included herewith. © 1996 Historical Society of the District of Columbia Circuit. All rights reserved. PREFACE The goal of the Oral History Project of the Historical Society of the District of Columbia Circuit is to preserve the recollections of the judges who sat on the U.S. Courts of the District of Columbia Circuit, and judges’ spouses, lawyers and court staff who played important roles in the history of the Circuit. The Project began in 1991. Most interviews were conducted by volunteers who are members of the Bar of the District of Columbia. Copies of the transcripts of these interviews, a copy of the transcript on 3.5" diskette (in WordPerfect format), and additional documents as available – some of which may have been prepared in conjunction with the oral history – are housed in the Judges’ Library in the United States Courthouse, 333 Constitution Avenue, N.W., Washington, D.C. -
U.S. CIVIL RIGHTS TRAIL JOURNEY SOUTH CAROLINA Greenville
U.S. CIVIL RIGHTS TRAIL JOURNEY SOUTH CAROLINA Greenville Columbia Orangeburg Charleston Greenville - Columbia (1 hr. 32 mins.) Columbia - Orangeburg (51 mins.) Orangeburg - Charleston (1 hr. 15 mins.) The U.S. Civil Rights Trail spans 14 states, features more than 100 sites and highlights the country’s civil rights story. Your journey along the trail begins in Greenville, South Carolina. Penn Center St. Helena, SC DAY 1 – GREENVILLE Springfield Baptist Church Your journey begins as you travel along Interstate 85 toward Greenville and make your first stop: Springfield Baptist Church. Springfield Baptist Church Founded in 1867 by newly freed slaves, Springfield Baptist Church is the oldest historically Black Baptist church in Greenville and is still active in the community. In addition to being a center for spiritual growth, Springfield Baptist Church was headquarters for nonviolent civil rights protests in the 1960s. The church became Springfield Baptist Church, pivotal in the movement on Jan. 1, 1960, with Greenville, SC a peaceful march from the church to the Greenville Downtown Airport. The march was organized after the keynote speaker for a state NAACP convention, Jackie Robinson, the first Black Major League Baseball player, was denied use of the airport’s waiting room. Benjamin E. Mays House Museum Greenwood, SC DAY 2 – COLUMBIA Modjeska Monteith Simkins House > Modjeska Monteith Simkins House South Carolina State House Columbia, SC Continue your exploration of the U.S. Civil Today, a monument commemorating the Rights Trail as you make your way southeast history, contributions and actions of African- to the capital of South Carolina, Columbia. Americans in South Carolina, including their First stop on today’s schedule is the Modjeska struggle for civil rights, stands next to the Monteith Simkins House. -
Fair Housing Act)
Civil Rights Movement Rowland Scherman for USIA, Photographer. Courtesy of U.S. National Archives and Records Administration. Sections 1 About the Movement 5 Civil Rights Act of 1968 (Fair Housing Act) 2 Brown v. Board of Education 6 Teacher Lesson Plans and Resources 3 Civil Rights Act of 1964 4 Voting Rights Act (VRA) ABOUT THE MOVEMENT The Civil Rights Movement of the 1950’s and 1960’s came about out of the need and desire for equality and freedom for African Americans and other people of color. Nearly one hundred years after slavery was abolished, there was widespread 1 / 22 segregation, discrimination, disenfranchisement and racially motivated violence that permeated all personal and structural aspects of life for black people. “Jim Crow” laws at the local and state levels barred African Americans from classrooms and bathrooms, from theaters and train cars, from juries and legislatures. During this period of time, there was a huge surge of activism taking place to reverse this discrimination and injustice. Activists worked together and used non- violent protest and specific acts of targeted civil disobedience, such as the MontgomMontgomMontgomMontgomererereryyyy Bus BusBusBus Bo BoBoBoyyyycottcottcottcott and the Greensboro Woolworth Sit-Ins, in order to bring about change. Much of this organizing and activism took place in the Southern part of the United States; however, people from all over the country—of all races and religions—joined activists to proclaim their support and commitment to freedom and equality. For example, on August 28, 1963, 250,000 Americans came to Washington, D.C. for the March on Washington for Jobs and Freedom. -
The Civil Rights Act of 1957 the Civil Rights Act of 1960
The Civil Rights Act of 1957 Image at left includes President Dwight Eisenhower (center), Dr. Martin Luther King, Jr. (to his right), and A. Philip Randolph (to his left) In 1957, President Eisenhower sent Congress a proposal for civil rights legislation. The result was the Civil Rights Act of 1957, the first civil rights legislation since Reconstruction. The new act established the Civil Rights Section of the Justice Department and empowered federal prosecutors to obtain court injunctions against interference with the right to vote. It also established a federal Civil Rights Commission with authority to investigate discriminatory conditions and recommend corrective measures. It was primarily a voting rights bill, but it was also a show of support for the Supreme Court's Brown decisions (1954). It eventually led to the integration of public schools. Following the 1954 Supreme Court ruling, Southern whites in Virginia began a "Massive Resistance." Violence against blacks rose there and in other states, as in Little Rock, Arkansas, where that year President Dwight D. Eisenhower had ordered in federal troops to protect nine children integrating a public school, the first time the federal government had sent troops to the South since Reconstruction. There had been continued physical assaults against suspected activists and bombings of schools and churches in the South. The administration of Eisenhower proposed legislation to protect the right to vote by African Americans. The Act was a monumental turning point, however it was weakened due to lack of support among many Democrats. The Civil Rights Act of 1960-Statement by the President Dwight D. -
I Have a Dream: Martin Luther King, Jr. Handbook of Activities
DOCUMENT RESUME ED 299 190 SO 019 326 AUTHOR Duff, Ogle Burks, Ed.; Bowman, Suzanne H., Ed. TITLE I Have a Dream. Martin Luther King, Jr. Handbook of Activities. INSTITUTION Pittsburgh Univ., Pa. Race Desegregation Assistance Center. SPONS AGENCY Department of Education, Washington, DC. PUB DATE Sep 87 CONTRACT 600840 NOTE 485p. PUB TYPE Guides Classroom Use Materials (For Learner) (051) Guides - Classroom Use Guides (For Teachers) (052) EDRS PRICE MF02/PC20 Plus Postage. DESCRIPTORS *Art Activities; Black Achievement; Black Leadership; Class Activities; Curriculum Guides; Elementary Secondary Education; *English Curriculum; Instructional Materials; *Language Arts; Learning Modules; Lesson Plans; Library Skills; *Music Activities; Resource Units; *Social Studies; Songs; Speeches; *Teacher Developed Materials; Teaching Guides IDENTIFIERS *Kind (Martin Luther Jr) ABSTRACT This handbook is designed by teachers for teachers to share ideas and activities for celebrating the Martin Luther King holiday, as well as to teach students about other famous black leaders throughout the school year. The lesson plans and activities are presented for use in K-12 classrooms. Each lesson plan has a designated subject area, goals, behavioral objectives, materials and resources, suggested activities, and an evaluation. Many plans include student-related materials such as puzzles, songs, supplementary readings, program suggestions, and tests items. There is a separate section of general suggestions and projects for additional activities. The appendices include related materials drawn from other sources, a list of contributing school districts, and a list of contributors by grade level. (DJC) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *******************************************************************x*** [ MARTIN LUTHER KING, JR. -
We Are Here Today Because We Are Tired
"We are here today because we are tired. We are tired of paying more for less. We are tired of living in rat-infested slums... We are tired of having to pay a median rent of $97 a month in Lawndale for four rooms while whites living in South Deering pay $73 a month for five rooms. Now is the time to make real the promises of democracy. Now is the time to open the doors of opportunity to all of God's children." Dr. King, 1966, Chicago Solider Field Stadium as part of the Chicago Open Housing Movement Team HOC, I hope 2016 is off to a fantastic start! As you enjoy your day off or day of service in recognition of Martin Luther King, Jr. Day, I want to take the opportunity to acknowledge Dr. King’s housing work and legacy. Dr. King was among the most notable spokesmen for nonviolent activism in the Civil Rights Movement. His work in the movement successfully protested racial discrimination and ultimately led to monumental changes in federal and state laws. Many called for establishing a federal holiday in Dr. King’s honor almost immediately following his 1968 assassination. President Reagan signed the holiday into law in 1983, and it was first observed in 1986 (three years later). It took 32 years for the holiday to be observed in all 50 states, which didn't occur until 2000. One of Dr. King's least acknowledged accomplishments is Title VIII of the Civil Rights Act of 1968, more commonly known as the Fair Housing Act. -
A Dramatic Exploration of Women and Their Agency in the Black Panther Party
Kennesaw State University DigitalCommons@Kennesaw State University Master of Arts in American Studies Capstones Interdisciplinary Studies Department Spring 5-2017 Revolutionary Every Day: A Dramatic Exploration of Women and Their Agency in The lB ack Panther Party. Kristen Michelle Walker Kennesaw State University Follow this and additional works at: http://digitalcommons.kennesaw.edu/mast_etd Part of the African American Studies Commons, American Studies Commons, Playwriting Commons, Women's History Commons, and the Women's Studies Commons Recommended Citation Walker, Kristen Michelle, "Revolutionary Every Day: A Dramatic Exploration of Women and Their Agency in The lB ack Panther Party." (2017). Master of Arts in American Studies Capstones. 12. http://digitalcommons.kennesaw.edu/mast_etd/12 This Capstone is brought to you for free and open access by the Interdisciplinary Studies Department at DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Master of Arts in American Studies Capstones by an authorized administrator of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. REVOLUTIONARY EVERY DAY: A DRAMATIC EXPLORATION OF WOMEN AND THEIR AGENCY IN THE BLACK PANTHER PARTY A Creative Writing Capstone Presented to The Academic Faculty by Kristen Michelle Walker In Partial Fulfillment Of the Requirements for the Degree Master of Arts in American Studies Kennesaw State University May 2017 1 TABLE OF CONTENTS Introduction…………………………………...…………………………………………...……. -
Events at Orangeburg, a Report Based on Study And
1.11..111, REPORT RESUMES ED 019 380 UD 006 149 EVENTS AT ORANGEBURG, A REPORTBASED ON STUDY AND INTERVIEWS IN ORANGEBURG, SOUTH CAROLINA,IN THE AFTERMATH OF TRAGEDY. BY- WATTERS, PAT ROUGEAU, WELDON SOUTHERN REGIONAL COUNCIL, ATLANTA,GA. PUB DATE 25 FEB 68 EDRS PRICE MF80.25 HC -$1.92 46P. DESCRIPTORS- *CONFLICT, *RACIALDISCRIMINATION, *NEGRO STUDENTS, *COLLEGE STUDENTS, *SOUTHERNCOMMUNITY, RACIAL SEGREGATION, FREEDOM ORGANIZATIONS,RACE RELATIONS, EDUCATIONAL QUALITY, STATE SCHOOLS,STATE AID, STATE OFFICIALS, STUDENT ORGANIZATIONS,.POLICE ACTION, LAW ENFORCEMENT, INTERVIEWS, DEMONSTRATIONS(CIVIL), BLACK POWER, ORANGEBURG, SOUTH CAROLINA THIS REPORT ON THE RACIAL CONFLICTIN ORANGEBURG, SOUTH CAROLINA, ATTEMPTS TO PRESENTA *CAREFUL AND IMPARTIAL* ANALYSIS OF THE SITUATION, MASED ONINTERVIEWS WITH STUDENTS AND FACULTY, NEWSMEN, TOWNSPEOPLE,AND OFFICIALS. THE VIOLENCE IN THIS SMALL NEGROCOLLEGE TOWN BROKE OUT OVERTLY OVER THE ISSUE OF A SEGREGATEDBOWLING ALLEY BUT IN FACT, WAS DEEPLY ROOTED IN ALL THE FACETS OFSOUTHERN RACIAL DISCRIMINATION. THE REPORT PRESENTSA CHRONOLOGY OF EVENTS BEGINNING WITH THE EFFORTS OFA GROUP OF NEGRO STUDENTS TO VISIT THE BOWLING ALLEY ANDTHE RESPONSE BY LOCAL AND STATE POLICE, AND CONTINUES WITH ADAY-BY -DAY DESCRIPTION OF THE BUILD -UP OF TENSION UNTIL THECULMINATING TRAGEDY OF THE DEATH OF THREE STUDENTS. THEINVOLVEMENT OF CIVIL RIGHTS GROUPS, STATE BODIES, THE U.S.JUSTICE DEPARTMENT, AND THE STATE ADVISORY COMMITTEE TO THEU.S. COMMISSION ON CIVIL .RIGHTS ARE DESCRIBED. ALSO DISCUSSEDARE THE MAJOR ISSUES AT THE CORE OF THE EVENTS- -THE EDUCATIONAL QUALITY OF STATE - SUPPORTED NEGRO COLLEGES,THE PAST AND PRESENT STATUS OF RACE RELATIONS IN THE TOWN,AND THE EXTENT AND MEANING OF THE INFLUENCE OF BLACK POWER. -
From Many to Few
chapter one From Many to Few In one of my fi rst conversations during this research, Walter expressed excitement that someone was seriously studying Afri- can American Republicans. Walter and I initially connected because of his involvement with a local libertarian group, but he had a long history of involvement with both African American community groups and Republican political organizations. After our fi rst meeting, he insisted on taking me out to a fancy lunch at the restaurant in a private club. As we chatted over impressive club sandwiches and enjoyed an even more impres- sive view, he told me that he loved the idea that someone was taking him and other black Republicans seriously. Still, partici- pation in my research was bittersweet. He hoped the project would counter negative portrayals of African American Repub- licans, but the idea that they were worth studying because of their race and politics struck him as a problem. He couldn’t help but feel that my project was, on some level, confi rmation of his out- sider status in the public imagination. He asked fl atly, “Why is it that nobody talks about black Democrats?” 32 From Many to Few / 33 Walter’s question is a penetrating one. It calls attention to the way we automatically associate Democratic partisanship with African Americans and regard any aberrations with raised eye- brows. In his own way, Walter hints at a central issue of this research: What has to happen to make a combination of identity and politics noteworthy? Of course we talk about black Demo- crats. -
Radicalism, Racism, and Affirmative Action: in Defense of a Historical Approach
Digital Commons @ Touro Law Center Scholarly Works Faculty Scholarship 1999 Radicalism, Racism, and Affirmative Action: In Defense of a Historical Approach Deseriee Kennedy Touro Law Center Follow this and additional works at: https://digitalcommons.tourolaw.edu/scholarlyworks Part of the Law and Society Commons Recommended Citation 27 Cap. U. L. Rev. 61 (1999) This Article is brought to you for free and open access by the Faculty Scholarship at Digital Commons @ Touro Law Center. It has been accepted for inclusion in Scholarly Works by an authorized administrator of Digital Commons @ Touro Law Center. For more information, please contact [email protected]. RADICALISM, RACISM AND AFFIRMATIVE ACTION: IN DEFENSE OF A HISTORICAL APPROACH DESERIEE KENNEDY* "The history of the world is the history, not of individuals, but of groups, not of nations, but of races, and he who ignores or seeks to override the race idea in human history ignores and overrides the central thought of all history."l "No history, no justice; no justice, no peace. What it means to live in 2 history is to recognize that the past has not passed." Radicalism, in general and as resistance to injustice and power imbalances, has played a noble part in history. In an editorial in support of affirmative action, 3 a local columnist recently commented that he was struck by the irony and ahistoricism of the current virulent resistance to radicalism and embrace of conservatism. He noted that American history has been marked by radical resistance: George Washington was radical in his opposition to the British crown; Abraham Lincoln was radical in his resistance to Southern whites; Dr. -
The African American Civil Rights Movement As a Long Lasting Process of Struggle for Freedom
Masaryk University Faculty of Education Department of English Language and Literature The African American Civil Rights Movement As a Long Lasting Process of Struggle for Freedom Bachelor Thesis Brno2008 Supervisor: Author: Mgr.ZdeněkJaník,M.A.,Ph.D. HanaMarková I declare that this bachelor thesis is completely my own work and that all informationgatheredforitscompilationiscitedinthe bibliography. Brno1stDecember,2008 HanaMarková I gratefully thank my supervisor, Mgr. Zdeněk Janík, for his kind assistance, precious advice andwith providingme the useful materials necessaryfor understanding this complicated topic. Above all, I would like to thank him for his patience and valuablecomments. HanaMarková Annotation: This thesis deals with the African American Civil Rights Movement not only from the point of view of its most important years from 1955 to1965,but alsoexplains its first part throughslavery,BlackCodes andJim Crow laws how Americansociety became divided along the color line; the second part shows how the first half of the twentiethcenturythroughthe Great Migration,the Great Depression, andbothWorld Wars contributedtothe blackself-awareness,andimprovement of their social position; inaddition the increasingsuffrage movement andthe beginningof the ColdWar along with Brown v. Board of Education laid the foundation for the spreading of the movement; the thirdpart analyses the movement itself andis dividedinto four sub-parts according to the means that movement applied – boycotts, sit-ins, freedom rides and marches; the thesis concludes -
64 Doi:10.1162/GREY a 00219 Poster for Aldo Tambellini, Black
Poster for Aldo Tambellini, Black Zero (1965–68), 1965. 64 doi:10.1162/GREY_a_00219 Downloaded from http://www.mitpressjournals.org/doi/pdf/10.1162/GREY_a_00219 by guest on 01 October 2021 The Subject of Black: Abstraction and the Politics of Race in the Expanded Cinema Environment NADJA MILLNER-LARSEN Midway through a 2012 reperformance of the expanded cinema event Black Zero (1965–1968)—a collage of jazz improvisation, light projection, poetry reading, dance performance, and televisual noise—the phrases of Calvin C. Hernton’s poem “Jitterbugging in the Streets” reached a crescendo: 1 TERROR is in Harlem A FEAR so constant Black men crawl the pavement as if they were snakes, and snakes turn to sticks that beat the heads of those who try to stand up— A Genocide so blatant Every third child will do the junky-nod in the whore-scented night before semen leaps from his loins— And Fourth of July comes with the blasting bullet in the belly of a teenager Against which no Holyman, no Christian housewife In Edsel automobile Will cry out this year Jitterbugging in the streets. 2 Hernton’s rendering of the 1964 Harlem uprising, originally published as part of the New Jazz Poets record, is gradually engulfed by a bombastic soundscape dominated by an archival recording of the National Aeronautics and Space Administration’s (NASA) Apollo 8 launch interspersed with video static and the familiar drone of a vacuum cleaner. Surrounded by black walls spattered with Grey Room 67, Spring 2017, pp. 64–99. © 2017 Grey Room, Inc. and Massachusetts Institute of Technology 65 Downloaded from http://www.mitpressjournals.org/doi/pdf/10.1162/GREY_a_00219 by guest on 01 October 2021 slides of slow-rotating abstract spheres whose contours melt into gaseous implo - sions, viewers are stimulated by flashing television monitors, black-and-white projections from hand-painted celluloid, and video images of black children pro - jected onto a glacially expanding black balloon.