'Docent Resume

'DOCENT RESUME

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. TITLE , , .' Violence, The Ku Klux Klan and thy-Struggle fol.

Equality: . INSTITUTION Connecticut Educatibn Association, Hartford.; Council on Interracial Books for Children, Inc., NewYork, N.Y.-; National Education Association, Wahhington,

, D.C. o , REPORT NO ISBN-0-930040-38-4 - ,---,,

. PUB DATE 81 NOTE 78p.; Newspaper reprint&and photographs maynot

reproduce clearly. . . PUB TYPE Guides - ClassrodM.4Use - Guides.(For eachers) .(052)

-- Historical Materials (060) .... . , ,

EDRS.PRICE, MF01 Plus Postage. PC Not Available frwn EDRS. a. DESCRIPTORS Activism; Civil Rights; Elementary Secondary Education; Lesson Plans; *Racial Bias; Racial Relations; ResourCe Materials; *United States, History ,... IDENTIFIERS *Ku Klux Klan /

ABSTRACT 4. This paper provides teachers with information abdut the Ku Klux Klan (XICK) and makes available instructional procedures and resources, for teaching about the Klan. First, -some ideas are presented for dealing with the unusual emotional climate that can 1. arise when the KKK is discussed in a classroom. Next, a brief history of the KICK is'provided, along with an analykis of why the KKK may be currently growing in size. Next, eleven lesson plans for clagsroom use are presented on these topics:(1) the Ky Klux Klan today; (2) the birth of.the Ku Klux Klan; (3) the deatli)of Reconitruction; (4) the beginnings of White supremacy; (5) the Klan in the.1920's;.(6) the civil rights era; (7) the struggle for racial equality; (8) thoughts of an ex-Klaftsman; (9) myth vs. reality: social perceptions; (10) myth vs. reality: the process of scapegoating; and (11) couhter4ng the Klan. Primary materials such' as newspaper. articles and photogriphs are included. This booklet'concludes with a glossary of key terms and a selected and annotated bibliograptq on the KKK. (KH) a

**********************************1************************************ * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ****************************************************************Amt* es ow rou/moil NATIONAL INSTITUTE OF EDUCATION 4RMIStik0f1 TO RiPRDDUCETHIS MICROFICHE cam 'EDUCATIONAL RESOURCES INFORMATION "MATERIAL IN CENTER tiRIC1 HAS BEEN 0NTED SY doom has been reproduced es received ,frorit' orlon of organisation R. kw..., originating It

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VIOLENCE, THE KU KLUX KLAN AND e. E STRUGGLE POR EQUALITY

4 'AN INFORMATIONAL Ai4D-INSTRUOiONAL KIT

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Prepared and Published by The Connecticut Education Association 21 Oak Sheol, Hartford, Connecticut 06106 7 The Council on interracial Books for Children 184113roedway, New York, New York 10023 The National Education4Association 1201 16th Street, N.W., Washington, D.C. 20036

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Dedication: This teachers' kit is dedicated to Annie Stein (March 3, 1913May 13, 1981), ao developed the first draft of much of this curriculum. Annies life, especially her work as an educator, political activist and unionist, exemplified com- mitment to the struggle for freedom and against racism.

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Cover photo credits: Top row- left, Freda Leinwand; center, Danny Lyon; right, National Archives Bottom row: left, Wayne Sides; right.tEd Cohtn

0198rby the Connecticut Education Association, and the Council on Interr cial looks for Children and the Na- . tional Education

Library of Congress Catalog Card ; 'under 81-68698 ISSBN 0-93004038-4

to STAFF 6 CONNECTICUT' EDUCATION ASSOCIATION STUDY TASK FORCE ON THE KU KLUX KLAN Dimples Armstrong, Chair Robbins Barstow, Staff Coordinator Robert F. Chase Shirley J. Gillis Bradley Hayward Marjorie Hennen ,Margaret MacAlpine Charles Moran Daniel Moynihan. Eileen Purcell Raymond W. Rossomando Douglas Sutton Barbara J. Tarantino Lee terry ,09 Gary D. Tolisano Jakie A. Willis COUNCIL ON INTERRACIAL BOOKSFOR CHILDREN Beryle Banfield Bradford Chambers Ruth Charnes, Managing Editor SoniaChin Lyla Hoffman Robert B. Moore, Principal Writer and Researcher Albert. V. Schwartz Annie Stein' Patricia Van Hoin Walter NATIONAL EDUCATION ASSOCIATION JOlin Leeke, Staff C dinator ,

0 * Teach the Teuth about the Klan

"What the Klan cannot stand is for the truth to be told Teacher Rights and Instruction and Professional Develop- about it. That is what the teachers should do." (From an edi- ment were given primary responsibility for implementing torial in the Nashville Tennessean, January 16,,1981) this objective.. The Connecticut Education Association, in response% a The purpose of this publiclition is to provide teaShers with Klan rally in Connecticut in the fall of 1980, appointed a information about the KU Klux Klan and to make available classroom teacher Special Study Task Force on the Ku Klux instructional procedures and resources for bringing the Klan to put together an informational and, instructional kit truth a). out the Klan to light in the classroolli.- for teacheis dealing with the threat of the KKK. lit 11, the product of a ydar-long collaborative effort by These three groups, after initially proceeding separately, threeeducational organizations particularly concerned joined forces and combined resources in 1981 to meeta c,pm- about new efforts by the Klan to spread the poison of bigot- mon need, in a 'unique, three-way `educational enterprise, ry, race hatred and violence among young, people in the the end produCt of which is this book. United States. The widest possible use and distribution of this document The Council on Interracial Books. for Children has since is beirig proinoted by all three orgarizations. Copies are 1966 been preparing and disseminating print and audio-vis- available for purchase from the CIBC Resource Center, .ual materials for teachers and others to corabat racism and 1841 Broadway, New York, NY 10023. sexism and to develoOpluralism in schools and in society..ln It is our earnest hope that this will be an effective instru- .1980'it undertook a special instructional projecton the Ku mentfor countering the negative force of the KKK and for Klux Klan. upholding and advancing human equality. .74 The National Education Association in February, 1980, ---Beryle Ba'nfield, President established a Special Committee on Student Behavior Re- Council on lriterraci9l Books for Children, flecting Racial and Ethnic Prejudice, which recommended :--Robert Chase, President NEA budget allocations for developing and printing curric- Connecticut .Edw 'ion Association ulum materials for classroom use dealing with the KkK, Willard McGuire. President peo-Nazi and other extremist groups. NEA Departments of National Education Association

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6 5 *Kg 00CONTENTS

Introduction 7

The Einotional Climate of.the Classroom .' .. , a

Background. InfOrniation, . 10 % 1 42 Lesson Plans - .

, # A. The Ku Klux Klan Today , . 23

B. Birth othe Ku Klux Klan , 32 C. The Death of Reconstruction 38 D. fl'he Beginnings of White SupreMacy 42 E. The Klan in the 1920's 47 F. The Civil Rights Era 50 G: The Struggle for Racial Equality 54 H. Thoughts of an Ex-Klansman r 58 I.Myth vs. Reality, Part I: Social Perceptions 62 J.Myth vs. Reality, Part II: The Process of Scapegoating 66

K. Countering the Klan t e 68

Glossary o 70 Selected and Annotated Bibliography on the Ku Klux Klan 71

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8 7 Introduction

all who are The issue of dealing with the Ku Klux Klanhas become . fects the thoughts, actions and relationships of ill afford to ignore. Even infected by it. It is the antithesis of the principle ofhuman one which we as educators can Our history wl+ere student recruitment by the Klan is notactively tak- equality which is at the heart of the U.S. creed. image of the has been characterized by the struggle forequality. The ing place, media publicity has brought the opposed to these KKK to young people across the country. Klan must be recognized as being directly To answer even incidental questions, to leaddiscussions efforts. or to present lessonunite dealing with the Ku Klux Klao, The violent nature of the Klan feeds on a climate of gener- informa- al social acceptance of 'racism. The Klan usesmyths and teachers require reliable and accurate background capitalizes tion. Recognition' of this urgent need led to thepreparation scapegoating to achieve its ends. For example, it and publication of tlita instructional kit forteachers. on economic insecurityby claiming that "reverse discrimination" in recent years has favored blacks overwhites, d spite the fast that the gaps between white andblack income, Hoods, Burning Crosses and Guns unemployment, poverty and infant mortality haveall in- The Ku Klux Klan is not an ordinary social or religious .creased rather than decreased. organization whose members merely meet from time totime to discuss their views in the democratictradition of free Expanded Threat speech and peaceable assembly. Some Klan leaders seek to Today the resurgence of the Ku Klux Klan, in addition to portray their activities in this genteel andrespectable light, neo-Nazi and other extremist groups, hisbecome a social but behind this mask of civility, the reality of the KKKis and educational problem nationwide.The Klan killing of the fanning of hate into violence and terrorism.\ anti-Klan demonstrators in Greensboro, NorthCarolina, in Hoods, burning crosses and guns are essential marks of 1979, the winning of the DemocraticPilkinary Mr a seat in the Klan. From its inception, the KKK hasdressed its Congress by a Klan leader in California in1980 and the members in robes and hoods. The apparent purpose of such highly publicized cross-burning rally jn thesmall New En- costuming has been threefold: to give clandestine glamor to gland town of Scotland, Connecticut, areexamples of recent the group, to hide the identity of its members and to attempt Klan activities. Such activities have helped alert many pre- to intimidate those it opposes. xiously apathetic Persons to the fact that theKlan is indeed The burning cross has come to be the most spectacular seeking to expand its "empire" and to spread itsbigotry, symbol of the Klan. Its lighting provides the climaxfor hatred and violence into all corners of the nation. KKK rallies and attracts widespread mediapublicity. It is The Klan's current activities clearly involveefforts to re- claimed to be a religious expression, but in actuality itstirs cruit rating people. "If you are between the agesof 10 and the passions of prejudice in participants and is used in at- 17, join the Klan Youth Corps," the Klansman newspaper tempts to instill fear in prospective victims. advertises. Flyers urging students to enroll inthe Youth Guns and other weapons of violence are the stock intrade et Corps if they have "had itWith blacks" are distributed at of Klan members. That they are not kept quietly athome for public marketplaces and circulated in publicschools. personal protection is demonstrated by numerous instances The material in this handbook has beenassembled with of shootings and killings by armed Klan members..Guns are the conviction that given the propercombination of factual publicly paraded and brandished at rallies. They are instru- resource information andpositive, thoughtful analysis, ments of provocation, threat and terrorisnf. Their purposeis classroom teachers at all grade levels can be strongand ef- not peaceful persuasion, but the inflictionof fear, violent fective instruments for peacefully and creativelycountering harm and death. the violence of the KKK and itsunderlying racism ar.d for Klan leaders co frequently lseentoday in three-piece advancing the positive struggle for equality. suits at business luncheons, on television talkshows or at press conferences. Suchefforts to gain acceptance from a Critical Sensitivity wider audience, however, cannot cover up the coreof vio- The subject matter of this handbook andthe contents of lence which is the inevitable result of the hateand bigotry the background information and suggestedlesson plans are they preach. inherently controversial. The information has beenthor- oughly researched and documented. The lessonplans have the sensitivity of Basic Racist Beliefs been developed with a full awareness of To apply for membership in the Invisible Empire oft ee the issues involved. The followingspecial section, The Emo- Knights of the Ku Klux Klan one must "swear thatI am a u tional Climate of the Classroom, hasbeen prepared for White Person of Non-Jewish ancestry." Theapplicant must teachers using this handbook. It should becarefully re- allegiance: First to the White Race viewed prior to the implementation of theinstructional swear "an unqualified information sec- throughout the world: Second, to my native country." plans which follow. the basic background The poison of the Klan's white supremacy propagandaaf- tion. 4

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a 9 The Emotional Climate of the Classroom

There are certain problems inherent in dealing with a plays, classroom assignments and activity-groupings. curriculum of this nature that it is necessary to address. Teachers may experience discomfort in dealing with Ole .This curriculum is designed for all students. It will, there- racist nature of the society and its role in the development fore, be taught in a variety of settingsin till-white schools, and resurgence of theKlan. Part of this discomfort may in all-black schools, in schools where the student body con- arise from the teacher's own anxiety about his or her ability sists Of students from ,several minority groups, in newly% to deal with the material and part may be due to fears of .desegregated schools, lind in several other situations. creating conflict within thou!' students who may have al- This curriculum will also be used in communities in ready been conditioned to accept the Klan's racist utter-, which the Klan is and has been asisive. It is entirely conceiv- ances. There may also be fear of opening up discussion which 'able that there will be students who hlive been exposed to . would provide opportunities for the egression of racist be- pro-Klan sentiments by significant adults in their lives. It is liefs. For these reasons, it is imp --tent that the procedures, also conceivable that some teachers using this curriculum for exploring this material in the classroom be followed as may find that some of their colleagues espouse pro-Klan .outlined. No definite blueprint for handling all of these sit- sentiments. Ih addition, there may be students who them uations can be provided. Neither should the teacher feel selves have been victims of Klan violence. These situations. that he or she is expected to provide all of the answers. The may exist singly or in combinations, creating an atmos- provision for open discussion as outlinedin the procedures phere of tension. It is therefore of critical importance that will aid students in understanding the role of racism in the baAic principles which guide the discussion of any controver- development of the Klan, and the ways in which the Klan presents a clear and present danger to a democratic society. sial issue be observed. Students are encouraged to use their faculties of critical The teacher who elects to use this curriculum will gener. thinking to analyze the Klan's role 'in society, the false ( ally have sensitivity and a sense of social responsibility and bases of its assumptions, the fallacies in its recruiting argu- be genuinely concerned about the need for teachingltbout ments and itel racist philosophy. Constructive examination the Klan and the relationship of racism and other forms of of all of these issues will advance the objectives of ti)is cur- oppression to its development and trurgence. Such a riculumn and move the students forward as they develop teacher will assume responsibility for the type of open dis- skills ih analyzing the role and function orthe Klan and the cussion and for the establishment of the war' and suppor- danger it represents to our society. tive ,classroom atmosphere so necessary for achieving the In order to work with this curriculum effectively and to be objectives of this curriculum. The teacher will want to treat able to accept challenging statements from the students, the this curriculum as an integral part of the total classroom ex- teacher needs to have *a sense of security. This can' only come perience. thtough familiarity with, the background information and G Productive discusqion of this controversial issue can take procedures presentJd in this book. It is recommended that place only in a classroom in which the atmosphere is open great care be taken in the preparation of each lesson and and accepting. Respect for the ideas of others and appcia- that the procedures be followed exactly as outlinedat least tion of differences should be openly expressed and consis- until everyone is participating comfortably. This will go far tently practiced. It is also important that the total classroom toward reducing anxiety and allow teacher and pdpil alike environment reflect the humanistic values and anti-racist to concentrate their energies on the examination of the attitudes implicit in this curriculum in terms of visual dis- Klan as the enemy of democratic ideals.

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10 Backgilound Information I 4 -

BackgroundInformation 0 f

A. POST-CIIIL WAR \_ back into the Union, the neottly reorganized states woukthave to ratify the 14th Amendment, whichpro, Slavery ended after the Ciyil War with the ratifica- vided all citizens equal protection under the law. The tion of the 13th Amendment in 1865.1 However,, he U.S Army was to protect the freedpeoplorfrom those governments of the ex-Confederate statescontrolled whites who wanted to prevent them from exercising .. by the pro-slavery Democratic party which hey1gov- their newly gained rights. 4 el erned before the warsoon created what were,Icalled Reconstruction lasted,n years. During that time, the Black Codes. Although soxnewhat diffetent- in a coalition of blacks, poor whites and some itorthern each state, the Black Codes generally deprived newly Republicans who had moved South enacted far- reach-., freed blacks of the right to vote, hold office,serve on ingpolitical and social reforms in the constitutional juries, testify in court against whitesor assemble _conventions and newly 'elected legislaturee of the without official permission. Central to all the Codes South. The new state constitutions provided universal were regulatiohs restricting the freedom of blacks to male suffrage (a few state constitutions disfranchised work. some former blic offic.ilis who supported secession, The South Carolina Code, for example, required. but di ificatjons were minor and temporary). blacks to have a special license for any job except This' gay e vote ror the first time, to newly freed faimhandor servant, and it required an annual tax of black men, as well alto theUsands of pokr whites, who from $10 to $100 for the license. Mississippi's Code before the Civil War had been depriVed of the vita be- forbade blacks to rent or lease land. Louisiana'sre- euise of properttAwnership qualifictitious. For the- quirt(' all agricultural workers to make contracts first time, Southern states provided free public with employers during the firstten days of each Janu- schools for alrchildren, a gain not only for black chil- ary. Workers could not leave their employers until the dren but for tens oftithousands of ppor white children contract expired, and refusal to work was punished by who previously had been.denied education. The-prop- forced labor. The Black Codes thus en431ed wealthy erty rights of women were protecteij, divorce laws Whites who owned big plantations temake blacks written and imprisonment for debt abolished. Or- work for little or no pay, thus virtually reenslaving phanages, asylums for the insane and schools for blind them. and deaf people were established.2 Blacks were involved in all the state conventions B.. RECONSTRUCTION ERA that drafted the new constitutions, and many were elected to the new state legislatures. Contrary to the iyth of "Black Rule" promoted by those white; who Some Republicans in Congress were genuinelycon- 4 cerned about the treatment of black and feared that kpposed the social and political, changes, blacks made the hard-won gains of the war would lost. OtherRe- up a majority of the. representatives in only one state publicans worried that with blac ow Lounted as South Carolinaand then only in one house of the whole persons yet denied the vote, Southern whites legislature. During Reconstruction, blacks were elect, would have increased representation in Congress,ened lieutenant-governor in three state and served in abling the Democratic party to win contfOl. Others4 various positionssuch as secretary of state and state Aeeply resented the Southfor the bloodshed and de- treasurerin others. Twenty blacks were elected to struction of the Civil War. Thus from motir,s of jvs- the U.S. House of Representatives and two blacks '- tice, party-interest and vengeance, Republicansre- served in the U.S. Senate. sponded decisively to Southern developments. During ReConstruction, some blacks and whiteEt; In 1867, cgO-iikres§ passed the First Reconstruction worked together raising food for their families, and Act, which invalidated the Black Codes, placed the some pooled their money and bought land. Moat poor,, South under military rule, and mandated elections inai, . 1 whites, however, had little to do with blacks. For the ' which all males over 18black and white--could" moat part, poor whites had.hated PiaVery, seeing itas . vote (some white men who held public office before se- the cause of their poverty. However,,4heir anger had cession and then supported the rebellion against the been directed more toward the black draves, whose la- United States were disqualified from voting). These elections were to select delegates to state conventions 'For additional information on the reforms of theReconstruction that would draft new constitutions for each of the era. see: Lerone Bennett, Jr., Black Power USA: The Human Side of Reconstruction (Chicago: Johnson Publications, 1967); W. E. B. Du former- Confederate states. In order to be accepted Bois, Black Aeconstruction in America, 1860-1880 (New Yoik: Attie-. . . neum, 1962); John Hope Franklin, 1'-nstruction After the Ciat :The Emancipation Proclamation had had limited impact because War (Chicago: University of Chichigoowia, 1961); and Kermeth bt.-r; it applied only to areas outside. Union control, while the 13th, Stampp, The Era of Reconstruction, 1866-1877 (New York: Knopf, Amendment applied to the entire country. 1965).

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Background Information 11

bor they saw as competition, thap at the white slayoc- cial power, significant numbers of blacks and many zacy that dominated and exploited both groupsfor its poor whites continued to struggle tobuild a more just, own benefit. Oppressive as theirlives were, white su- free and democratic society. The response was a cam- premaany had given them theillusion of benefit by tell- paign of terror, violence and 'intimidation designed to ing them that at letist they weresuperior to bluks. crush these social changes and restore the former elite This sense of white superiority- and prejudice against to. power. blacks. was deeply ingrained. Most poor whites were either tenant farmers on C. MATH OF THE KU KLUX KLAN large plantations or owned tlietr own amen plots 'of land, usually in the least fertile hill or mountain After the Civil War, there was a great deal of tur-

.areas. These were all that remainedafter the develop- moil and devastajion in the South. In addition, 4 mil- mentoflarge plantations pushed white small farthori lion enslaved people were now free. Even" belbrethe-----Black out oethe most fertile areas. After the,war, there was Codes were adopted, a variety of white vigilante talk of breaking up the massive plantations and divid- and terrorist grotips, determined to keep blacks under ing them among the/roughly 4 million blacks and 5 white control, sprung up across the South. million poor whites. Such land reform would no doubt These group had their genesis in the prewar.sleve have encouraged large numbers of poor whites to co- patrols. The ub ultous lave patrols had beenaSielli operate more fti'ly with Reconstructionefforts. How- official force, required to police 4 million enslaved peo- ever, the federal government (which wasthen giving ple who lost no opportunity to escape from or rebel away millions and millions of acresof land to immi- against the dehumanization and oppression of chattel grant homesteaders and to tailroad owners) refused to . slavery. In most of the slave states, the patrols played take this decisive step. a major role in the system of control,and almost all.d. With land to farm, the freedpeoplewho had been adult white men, . whether or not they were slave- forced to work all their lives without paywould have ., owners, were liable for pedodic patrol service, gener- had the economic independence necessary to secure' ally performed at night, on horseback. The "pater6ll- their political rights. Some successful farming com- ers,"3 as an integral part of their duties, bullied, munities of freedpeople devaltiped in areas where whipped, beat and intimidated blacks,.searched their they had access to land. For example, in 1863 the homes and broke up gatherings. Mississippi plantatiohs of Jefferson Davis and his In late 1865 or early 1866, six veterans Of the Con- brother were divided, and 70 freedpeople were given. federate Army formed a secret organization in Pulas- '30 acres each, while a black regiment protected ki, Tennessee. They called it the Ku. Klux Klan(the them from Confederates. This "Davis Bend" pro- name supposedly derivesfrom the Greek word for cir- gram was so successful thatby 1865 anothei 5,000 cle, kuldOs, to which they added Nan). While claiming acres were give%ti) 1,800 blacks organized into 181 to be a social clubothey,wee soonexpressing resent- companies. The government supplied equipment ment at the changes taking place in Southernsociety. and supplies, which were paid for when crops were The Klan begap to fight these changes, attempting to sold. The. people opened stores, established a school, Set uR a government, and provided free medical ser- sTerm#sed by the slaves. . vices to all who could not afford a doctor. In 1865 they cleared $160,000 after paying expenses. But such successful ventures were destroyed when the et-Coilfederates were pardoned by the federal government and given back the land. For both blacks and poor whites, the Reconstruction era offered hope of significantimprovement in their lives. It was a period in which the Southindeed the nation as a whole--ctyme closer to being a truly democratic society than ever before. But the social and pool -,O itical changes were not welcdtnecl by those who wanted to regain their former privileges and power.Their appeal to poor whites for race solidarity, backed by" years of intensive racist indoctrinationand by great social and economic pressure to stay inline,"kept most poor whites aligned withthose of similar skin color, rather than with those in a similar economic position. Control cf the land and most resources enabled During Reconstruction, public schools were provided wealthy whites to pressure many blacks, who were ec- for the first time for blacks and poor whites. There was e onomically dependent on them, not to exercise their an enormous response by blacks,who craved the learn /- political rights. Yet in spite of this economic and so- ing denied them under slavery. I s. 13 .1

12 Backgrodnd Information , were raped and children were often beaten or killed.

, Shack homes, churches and schools were burned.4 Klan terror was particularly directed at blacks who had become successful- leaders,publicofficials, teachers and farmersindividuals whose achieve- 7 ments and work clearly undermined the concept of 44 black inferiority and threatened whitesupremacy.. - sW-s* The Klan assassinated the nod competent end(dar- 'VI ing black leaders and terror. ized and drove 'eut teachers who were helping black people fulfill their great desire for education. The Klan sought to beats down blacks who stood up for' their rights, to prevent blacks from gathering.to discuss concerns and to keep black labor under white control. From 1866 to 1875, \ w the Klan killed an estimated 3,500 blacks in the - `....romafater %NIP I QM, South and whipped, beat, tared and featheredmany Klan terror wds directed against blacks and whites' thousands more. Many whites who were friendlyor working to build democracy. Blacks whowere success- worked with blacks, or who supported the Republican ful leaders, public officials, farmersor teachers were party, received the same treatment.

particular targets of violence. Klan terror was especially great before elections. . The Klan used assassination, beatings and intimida- restore the old *ways of white suprenuicy. tion to terrify blacks, Republicans and syinpathetic In the spring` of 1867, delegates.' fromKlans poor whitei and keep them from voting, thus enabling throughout Tennessee gathered at the newest hotelin the Dymocratic party to regain control in state after Nashville. They were businessmen, former Confeder- state. North Carolina provides an example of the tip* Ste officers and leaders of church and state.They of Klan activities that destroyed democracyacross ale chose Nathan Bedford Forrest to be Cirand Wilard..A South. As a. result of a campaign of terror, 12,000 few- former slave trader, Forrest had servedas a Confeder- er Republicans voted in 1870 than in' previous elec- ate cavalry ofNer; his activities included thecom- tions, and Democrats regained controlof the legisla- mand of troops attacking Fort Pillow (near Memphis), ture. One writer described events in North Carolina garrisoned by black soldiers, in April 1864. The Fort as follows: Pillow-Massacre epitomized the Confederate practice District, attorneys, jury commissioners, sheriffmany of executing captured black soldiers. Wholesale judges, and leading citizens of the communitywere slaughter, accompanied by every sort of atrocity, fol- members or supporters of the Klan. It was a secret, highly organized, well-disciplined underground army. And it lowed the capture of the Fort. Approximately *three was determines l to take control of the state out of the hundred soldiers, plus women and children depen- hail& of blacks,poor whites, and :IL-publicans.... dents, were brutally murdered. The 1870 election was the Klan's target. On the night of The Klan was to become a night-riding vigilanteor- February'26 they rode into Alamance and hanged Wyatt ganization for white supremacy. Under Forrest's lead- Outlaw, leader' of the Republican party in the county. ership, it quickly exparided throughout the SotAh. Outlaw was a black, a skilled mechanic, town commission- The Klan recruited whitesparticularly poor whites er, and leader of a locaPcampaign to get a church and a by appealing to racial prejudiee.and-beliefsin white . superiority.The Klan used violence and terror to inan oak tree less than one hundred feet from !the) court- timidate blacks and those whites 'oho house. . were working to In Caswell County, the other Republicarr stronghold, huild democracy. The old ruling elite of the Southsup- the head. of the party was a poor white man named John ported the growth of the Klan, seeingan opportunity Stephens. Five why and educated, awed to regain its political power andkeep black labor (and him, strangled him, stabbed hiln, and threw his bodyon a ultimately that of poor whites) under its control. woodpile. The terrorspread throughout the state during* 1870,. By election day the work of the klan had Linn Terrorist Activities D. done. Thousands of Reinblicans stayed away "from the Klansmen dressed themselves in white or black polls. The Democrats won the election and took control of robes and wore masks and hoods. By `hiding' their the state legislature. One of the first laws they passed identity. the masks made it psychologically easier for p granted amnesty to anyone who had committed a crin'te members to commit atrocities and lessened their on behalf Ora secret white organization.5 chance of getting caught. Victims were sometimes lynched by a mob that, dragged them from their 'See first-hand testimony on Klan terror.pp. 33-36. at night. hung them from trees, beat them and then fit 5Richard Stiller. The WhilfiNfino.-ity: Pioneery for Racial Equality fires under them while they were still alive. Women (New York: Harcourt Brace Jovanovick 1977,pp. 38-39. 14 Background Information 13

Far tofew federal troops were stationed in the ventions began to take away the rights blackpettple ,South to protest the exercise of democratic rights, and had gained during Reconstruction. Over time, "Jim blacks, poor whites and-Republicans became the easy Crow.' laws were passed, creating a massive system targets of a violent counterrevolution of terror and of segregationseparation of the racesin almost V. assassination carried out by white men determined to every area of life, with blacks consistently receiving regain. power. Appeals to Washington from state offi- interior facilities, services and treatment. cials and desperate citizens for additional-troops were The- K as-an _organization. of ..hauded terroriats. repeateidly turned down. Blacks had few guns to begin had disappeared, but white terror or "Ku-Kluxing") with, since they had been forbidden weapons during continued. Lynching of blacks by white mobs became slavery and most were too poor to purchase them after a regular aspect of Southern racial control, with thou- the war.. Sometimes those who did have guns were sands of blacks lynched from 1890 to 1910. The terror stripped of them by white sheriffs who either sympa- reached a peak in the 1890's, wen the white elite was b thized with or belonged to the Klan. Nonetheless, threatened by a developing Coalition of black and blacks attempted to resist the return of white stipre- white tenant farmers and sharecroppers working on macy and to defend themselves in whatever ways pos- common interests and problems throughthe Populist sible. (Reports about the remayal of federal troops party. However, racist appeals to poor. whites, backed from South Carolina, for example, mention black up by xiolent intimidation, defeatedthe potentially women carrying axes or hatchets hanging attheir nowerful coalition that could have improved life for sides half-concealed by their aprons and dresses.)' both poor whites and blacks. Finally, Washington took some action against the Had the North been determined to protect blacks' white terrorists. After congressional hearings exposed. rights, the history of Reconstruction would have been the severity of Klan violence, Congress passed a series very different, as would current racialdivisions and 4 of laws making it a federal crime' or individuals to de- inequities. However, whites in the North were more prive other citizens of their constitutional rights. The interested in national unity than in securing demo- Ku Klux Klan Act of 1871 imposed heavy penalties on cratic rightsior blacks in the Southor in the North, persons "who shall conspire together, or go lb disguise . for that maTlter. Northern businessmen, especially . .for the purpose...of depriving any persons of the railroad and factory.owners, wanted a quick return to equal protection of the lfiws, or of equal privileges or stable, secure governments in the South to provide a immunities under the law." In areas where the federal better clime..? for business, awl Northern business governinent acted, there was a sharp decline in terror. was very influential jr) theRepublican party. Where no determined force was brought to bear, the If1 1877, the Republicans made a deal with the terror rapidly spread. White Wit* in the South. In a very close, contested Some Republican (Alcestis attempted to prosecute presidential election, the Southern Democrats agreed Klansmen in federal court. There were man arrests, to support Itutherford B. Hayes, the Republic §n can- but relativelyfeW- convictions. Witnessejuries, didate, provided that-once in office, he would ?emove judges aTI sheriffs Were all too often members or sym- the last of the U.S. troops from the three Southern - pathizers of the Klan. However, by t873 the Klan be- states in which they remained. With the removal of gan to decline. In part this was due to the federal ac- these troops, Reconstruction was over, and white su- tion..tIn part it was because the need for the Klan di- premacy was firmly established once again. Over the minished once its xiolence° and terror succeede4Alabama, Ar- 6Term derives from a minstrel song. kansas and Texas in J874,' Milasissippi in 1876, and 7For further discussion of federal complicity. see Rayfori. Logan, South Carolina, Florida and Louisiana in 4877. Back The Betrayal of the Negro: From Rutherford B. Hayes to Woodrow in power, the white elite no longer needed the Klan, Wilson (New York: Collier Books, 1967). For discussion of Supreme for suppression of blacks could be accomplished by of- Court actions, see Howard Meyer, The Amendment That Refused to ficial, "legal" means. New state constitutional con- Die (Bostmeteacon Press, 1878. 15

It A

14 Background Infprmation 4.

E. THE KLAN REORGANIZES fear of CoMmunism led to many illegal arrests and detentions of people during what is knownas the Red White supremacists were the victors in what 'has Scare. Many workers were 'organizing into .militant been called the Reconstruction War and, as usual, the unions and striking to improve their economic posi- victors wrote the .history of the conflict. By 1900,a tions. The country eiperienced an economic depres- white supremacist interpretation of Reconstruction sion in the first years of the 1920's. Womek finally was generally acCepted bY.Whiteliiiitorians through- won the vote in 1920 after years of struggle. There out the country.. . .i; was a new spirit of black freedom and "renaissance,"a t , Thisinterpretation ignored Reconstruction effortsto period of great cultural activity, with blackpoets, _ build a multiracial democracy, claiming that thevan- writers and playwrights strongly asserting their de- quished South had been ruthlessly ruled by illiterate mands for a better. life. Lifestyles and moralswere blacks and their corrupt Northern tallies who bez- changing. Prohibition had been enacted, though there zled state treasuries, denied whites thete and was widespread disregard for the ban on alcohol. tyrannized whites until the gallant Klanarose to Large-scale immigration of Southern and Eastern Eu- "save" the South. In fact,many black officials were ropeans (primarily Catholic stud Jewish) resumed af-, well educated and as a group they servedat least as ter a halt caused by -the war. Almost 1 million immi- well as, whites who, recededor followed them. As for grants arrived in 1920-21 alone. K. "Black Rule," blacks were a majority only inone house- Racism and .anti-Semitism were both widespread-.------of one Southern state legislature (South Carolina). and respectable. Eminent college professors;scien-. Overall, only a small percentage of white males fists, clergy and government officials wrotearidapoke those who had been publi.1 officials before secession frequently abokat.the inferiority of people of color, of were disfranchised for their role in the rebellion. Southern and Eastern Europeans, and of JeNve and Government corruption was a national problem dur- Catholics, while claiming the periority of white; ing the period; not a characteristic of multiracialgov- Protestant, Northern European plea. They asserted ernment. "Shying" the South was a euphemism for the that"Americans"(meaning w i Protestanfghor restorati.1 of white domination'> t 1 a, 1gnored the exis- Northern European background)were not only supe- tence of the South's sizable black po ulation. rior, but were in danger of being overwhelmed by the In 1915, the white supremacist view of,Reconstrtic- large-scale immigration of people they claimedwere tion received dramatic and widespread dissemination. inferior.'' 1.. The epic, movie Birth ofa Nation captivated millions of whites around the country with its tale of "heroic" Reactions to Social Changes Klansmen saving white "civilization" from brutal While many welcomed social change, seeing thepo- 'blacks and -their scheming white allies. The film's tential for improvement in their lives, others felt enormous success contributed to the rebirth of the threatened and worried that the countrywas falling Klan and to its phenomenal. rise in membership and apart. Those in positions of power in government, in- influence over the next decade. ." dustry end the media playedon people's anxieties and concerns to build resistance to the changes and to reestablish "stability." There was a strong revival of Rapid Social Changes fundamentalist Christianity., With the coining of World War I, new jobs opened up At this time, the Ku Klux Klan again arose and led in the North and Midwest, and many Southern blacks an attack on the new spirit of lilieration, premising to left the South to seek employment. They worked in defend "100 percent Americanism." The Klan of this steel factories .and. rainy," in_the..ISTorth...and_West.. period, -called -the In friiibleEiniiiof the Many also fought in the U.S. Artily in Europe. At the Klan, had been reestablished tn 1915 witha cross- end of the War, the black veterans- - 360,000 strong burning ceremony on Stone Mountain in Georgia. It expected something from the government for became the largest KKK organization in historyes- which they had fought to "help make the world safe timates of its membership in the early 1920'srange for democracy." Yet, in the first year after World War I from#V2 to 5 million members. Itwas a time when ex- alone, 76 blacks were lynched, many of them still in clusionary fraternal organizations'werevery popular. their U.S. military uniforms. There were `race riots" Those who reestablished the Klan promoted itas sttch (generally white attacks on blacks) in many cities a frater;aai-order. ?They sold membershiptas well as --including Chicago, Washington, D.C., and Tul- uniforms and other paraphernalia and became sain what became known as tire Red Summer of very rich. Businessmen, clergy-, public Officiala, jUdges,po- 1919. lice and other "respectable" members o(communities Rapid social changeti were taking place an the years were the mainstay of the Klan in the 1920's. around 1920. The Russian Revolution had recently occurred: While many people in the United States "For further discussion of racist ideology in this periodsee Thomas cheered the overthrow of the Czar, others, particular- F. Gossett, Race: The History of an Idea in America New York: ly those in positions of power, felt threatened. Their Sehocken Books, 1970), cbapters XIV and XV. 16 O V

S In additione to black% the Klan attacked immigrants, Catholics, Jews; union organizers and 13.0- one--including white Protestantswho believed in and acted to bring about equal treatment for all'ino- ple. The Klan claimed to stand for "100percent Anier- icanism," a phrase which could mean whatever those tu3iAg it or hearing it, wanted. Mainly it stood for white, Protestant supremacy. "Catholics, you are not Americans' was one KKK slogan. "The 'only *way to cure a Catholic is to kill him') was another...In many places, the Klan organized -boycotts. of Catholic and Jewish businesses. At a time when many women had been struggling to win the vote and-were entering the in 1925, sonsi40,000 Klan members paraded in Wash- workforce and gaining More independence (as well as ington,, D.C., dhata_crawd.of.290,000 _watched. adopting new hair and clothing styles), the Klan 1.

called for "Pure Womanhood" and warned "bad wom- tation of morality on all, yet Klan leaders were Often ". en" of dire consequences. The Klan also fought boot- exposed practicing in private what theidenounced in_ -_ legors and those-who-publiely-coneumedalcohoL In. paha, hi *vied. iedteri Mme .all kiases, the Klan acted as the judge,, jury and en- newspapers began to expose its lawlessness, corrup- forcer of public morals. .tion and the contradictions between what it claimed to The Klan's anti-Catholicism and anti-Semitism stand for and what in fact it was. .1k brought it wide support in rural areas where there were few blacks and often few Jews or Catholics. The . Klan was extremely powerful throughout the country, F. THE KLAN-1930 TO 1954 ' particularly 111 the BoutMidwIst and West. Pa- Klan activities in the 1930's were primarily in the rades 'of robed and hooded ansmen and Klanswom- South, with particular focus on union organizing and en were held, often with the peration of the police, "Communism"which the Klan saw everywhere, who might dini the street lights so that burning cross- particularly in the activities, of President Franklin )). es would be more effective. There were hundreds of Roosevelt and did- New Deal. The Klan directed its `floggings and "tar-and-feather" parties, where vic- terror at efforts of bite and black tenant farmers and - .timsblocks, immigrants, "sinful" white women and sharecroppers to organise to improve their lives. -4 menwere beaten and their wounds stuffed with hot After World War,11, Mockswho had contributed so tar and feathers. From Maine to Indiana to Oregon, much to the world fight for freedom against tyran- Klansmen or Klan-supported canditea won local, nyredoubled their efforts to combat racial injustice state and federal public offices, a race hatred and-- in the U.S. The arrival of Europeans, particularly religious bigotry were at a high pi fter Klan-sup- -Jewish refisgees, from war-torn Europe aroused bigot: ported candidates won control of the Oregon legisla- ed segments of the population. Both the AFL and ture and governorship in 1922, they passed a law that the CIO sent hundreds of organizers into the Sr ash in effect would have abolished parochial schools (the in 1946 to organize low-paid Southern woe Suprenie Court ruled it unconstitutional)." Again, the Klan. arose, strongly anti-black, ant,- The Klan Declines Catholic, ,an wish and anti-union. Terroristic By 1925, the Klan movement had begun to dwindle. attacks and trosaburningsincreased-as the-organi By them laws severely restricting the immigration of zation grew. Eastern and Southern Euro na, Japanese and other In 1949, the Grand Dragon of the predominant Klan -people of color had been Unions. gushes the In- .faction died. Disiension,__fraginentatiou_and violence dustrial Workers of the World, which had successfully increased. The Klan's brutality brought condemna- organized across the country, had been greatly weak- tion from clergy, politicians, newspaperg and civic or- ened by government harassment. Economic prosperi- ganizations. The official, legal machinery of govern- ty had returned to many. ment in the South was firmly under the control of Internal power struggles and corrupt and criminal white supremacists, and the Klan's violence (includ- conduct by Klan leaders contributed to the Klan's de- ing brutal attacks on whites whose behavior the Klan cline. The Klan had attempted to impose its interPre found "immoral") was unacceptable even to many white supremacist*. State and federal officials often 'Robert P. Ingalls. Hoods: The Story of the Ka Klux Mtn (New prosecuted Klan lawlessness. Alabama, Georgia, York: G.P. Putnam's Sons, 1979),p. 46. South Carolina, Florida and many cities in the South passed laws outlawing the vrearing if masks. The p. 39. Klan was beaten back, but segregation and white su- "Ibid., p. 40. premacy remained` strong.

A 17 ; 11 a e 1,

4. In Background Information S. . I G. THE CIVIL RIGHTS ERA sissippi (30 of them of black churches in Mississippi) and 50 bombingsinMontgomery; Alabama. The 1963. The 1950's witnessed the'growth ota greaedrivefor Klan bombing of a Baptist church in BirminghamAl- equal rights in the South. In 1654, the U.S. Supreme abama, killed four little black girls as they attended, .Court declared segregation in schools to be unconsti- Sunday school. Matny synagogues were targets of tutional. In 1955, in Montgomery, Alabama, Rosa Klan bombings during this period. Parks was arrested for re:ftwirig tb'giveup her bus seat Terror was a constant reality during this period of to a white as blacks had been- required to .do Since civil rights struggles; Thousands of arrests,..beatings Jim Crow segregation laws had been 'enacted in the and acts of harassment were carried out agai9st the late 1800's. A nine-month boycott of the Montgomery Movement. The Klan was again at work, .but its role buses, led by the Reverend Martin Luther King, Jr was less critical than in other times. Unlike the Re- finally ended bat segregation. The victorygave impe- construction period, Southern state governments now tgs to the struggle against all Jim Crow laws in the were firmly in the control of racists, and they,aid not Sb .South and sliapell the thrust of-nonviolenkresistanee hesitate to use the full police and-legal popr of the to segregation that characterized much of the struggle state to fight the drive for freØom. Governors vowed for civil rights. "segregation forever." Ala a's Governor -Cleorge. . During the 1960's; sit-,ins, Freedom Rides a9d thou- Wallace promised to stand in the schoolhouse door- 'sands of demonStiations- and tritItch-e8 by blacks (Ana way in-1963 to physically block metatioofthef some whites) 'challenged the Jim Cro4.laws. They ----Ciiurt's order to delfegregate, while.Georgia's,Gover- forced, over the next few years, tbe desegregation of li- nOr Lester Maddox, publicly distributed ax handles, a braries, bus stations, parks, restaurants, swimming reminder Of those used to beat black demonstrators at s:4, pools and all other places of publizaccommodationfin- his restaurant, before his llection. Police chiefs . 4 the South. "Bull" Connor in Birmingharq, Alabama, shocked the country attel much of the worldwith their brutal Use of Another Klan Revival billy clubs, police does, cattle prods and high-pressure. The Klan began to rise again. The U.S. Justice De- fire hoses against nonviolent -civil rights demonstra- partment reported that, from 1954 to 1965, the Klan tors, Because white supremacy was the law and'prac- was responsible for 70 bombings in Georgia an4 Mis- tide of the.Seuth,4whites could openly.oppose struggles , . a

104

4., ''... ;,,

I 4

lie

44;41V...

W4VA. t

"1., tt.5

#0:- eh. White supremacist officials often responded to nonviolent civil rights demonstrators with high-pressure fire hoses, police dogs, etc: Above, a scene in BirMingham, Alabama. 18

-3 BackgroundInforntation 17

for freedom.- Instead of joining or providing much ,engaged in attacks on blacks.12 covert support to the Klan, middle-clasawhites by the The Second Reconstruction tens of thousan,ds (including businessmen and politic National and world-wide revulsion to the violence clans) joined the White Citizens Councils, which oper- against civifrights workers caused the U.S. Congress ated openly to defend white supremacy and fight inte- to pass the Voting,Rikhts Act of 1965, providingfeder- gration. al protection of voting rightili in the South. Literacy 'Law Entorcementia" Participation tests, poll taxes. and the other devices. that had kept When the Klan did act, it was often frA An extension blacks (and some poorly educated whites) from voting of law enforcement agenciesa rolet reminiscent of were declared illegal.Major civil rights legislation the skive patrols from which the Klan evolved. An ex- was passed, once againas.in the 1860'sproviding ample of this relationship took place in Philadelphia, blacks with the Tights other Wizens considered inalienable. Mississippi,in 1964 Three civil-rights workers policere- --James Chaney, Andrew GoodnianandMichael Blacks openly fought the Klan. In 1967, Schwerner (one black man and two!white men, all in fused to stop armed masked riders who nightly drove their early twenties)were arrested by sheriffs offi- through the black community in Monroe, South Caro- cials on a false charge. They wire held until nightfall, lina, intimidating the residents. Blacks decided to de- then- released alter a trap had been set. Members .of fend themselves and openeijoST on the Klansmen one the White Knights of the Ku-Klux Klan, ineludingthe- night-puttsrig._arLend _to thai Klan activity. Native Americans in Robeson County, Nort Carolina, used deputy sheriff, stopped their car on a back road, ri-ib months later. dered them and buried their bodies under a dam being the same self-defense strategy sever constructed in the area. This case became a national In 1665, the black DeaCons for Defenwas organized scandal and ratified much international'*port for in Jonesboro, Louisiana, to patrol its own communi- black people; yet it was only one oflundreds of such ty nightly in defense against Klan night riders. semi-official acts of 'terror against the civil-rights By the end of the 1960's, pressure from blacks, with workers in Mississippi and elsewhere. the support of many whites, brpught an end to Jim Crow laws and established legal guarantees of black In addition to involvement by many local "law en- people's civil rights. However, entrepched discrimina- forcement" officials in attacks on the Civil Rights tion in all areas of society remained to belhallenged, Movement, there is evidence of complicity by the Fed- a much more difficult, task. Discriminatory policies I eral Bureau of Investigation. Evidence indicates that and practices in areas such as housing, education and the F.B.I. director, J. Edgar Hoover, knew in advance employment continue to deny blacks equal access and that-the Birmingham police and the Klan were plot- equal opportunities. Understanding how these ting to ambush Freedom Riders arriving at the Bir- cies and practices function is much more difficult than mingham bus terminal in May 1961. Hoover was in- recognizing overt Jim Crow, laws and segregation. formed that the police had promised the Klan 15 to 20 Tryihg to change the polities and practices that pro- minutes to beat the riders andlhat police commission- vide whites with specie( benefits and privileges in er' "Bull" Connor wanted the ridersbeaten until "it areas such as housing, educationand jobs is to assault looked 1; ke a bulldog got holkof them." Not only did the very heart of white supremacy. The late 1960's the Bureau take no action to prevent the attack, but saw the rise of widespreadwhite resistance to such 1 - an F.B.I. informer, armedwith a lead-weighted base- Changereferred to as white backlash. This resis- ball bat, was a leader in the Klan's vicious beating of tancegrew during the 1970's. the Freedom Riders. In addition to hispoisible impli- cation in the 1963 church boniffing inBirmingham, H. THE KLAN TODAY this same informer was one of four Klansmen in the .car from which a bullet wasfired, killing Viola Liuzzo, After many years of low membership, the Klan is a white woman from Detroit, asshe was driving be- rising again. In 1980, Klan membership was estimat- tween Selma and Montgomery,Alabama, after a divil ed at about 10,000. with perhaps 100,000 sympathiz- rights demonstration in 1965. ersup roughly 25 percentr.over1978. As in the past, According to a U.S. Justice Department report, the Klan consists of several competing factionswith ,Hoover twice blocked prosecution of four Klansmen different leaders. The Anti-Defamation League re- identified by F.B.I. agents as the bombers who killed ports that' the largest factions and their estimated the four black girls at church in Birmingham in 1963. 1979 membership figures are: ' He also withheld information about the bombing from The UnitedKlansof America(3,500-4,000 his superiors in the Justice Department. A fifth sets- members); pect, who agents were convinced was involved, was "See "F.B.I. Cover-Up Seeii in 60's Klan Attacks," New York - nonetheless hired by the F.B.I. as a paid informer two Times, February L7, 1980, and "Federal Report Says Hoover months after the children wekilled. Agents knew Barred Thal for KladKmen in '63 Bombing," New YorkTimes. while this informer was on thF.B.I. payroll that he February 18. 1980. 19

ii I

4.3 18 BedikeOund Information

The Invisible Empire, Knights of the KKK(2,000- The Klan Targets Youth 2,500 members); Most Klan factions are attempting to recruityoung The Knights of the KKK (1,500-2,000 members); people ages 10 'through 17 into-various Klan and Youth Corps. Places in which Youth Corpsare known to ex -' ,The Confederation of Independent Orders Of theIn- ist or which are known targets for recruitment efforts visible Empire, Knights of the KKK (1,500 include San Diego; San ternardimand Los Angeles, members). California; Denver, Colorado; Chicago and Peoria, Il- Klan is active throughout the country, with linois; Jefferion, Indiana; Oklahoma City, Oklahoma; vigo us recruitment proceeding in at least22 states. Hillsborough County, Florida; Birmingham, Tusca- The Klan is growing most quickly in' the South.The loosajuscumbia and Depatur, Alabama. Klan is no longer as anti? Catholicas it once was, and "Arejou Ted up' to hdre' with Black, Chicano and some " factions new accept. Catholics_ as inembers. Yang criminals who break into loCIters, ind stealyour -Klan groups believe in Whitesupremacy and are anti- clothes and wallets?" asks a leaflet distributedat high Semitic, anti-gay and anti-immigrant. Mostoppose schools by the Knights of the KKK. "Haveyou 'had it' the efforts of women to win equal rights; they 7 engage with blacks following you home to beat you up...? in violence and terror to enforce their hatred's, view- .Are you 'fed up' with special privileges givento blacks points and interests. Thehead of the Invisible Empire by the School Administration...? Are, you refly encourages ramberii to' card weapons and boasts, `uptight' beCause White girls have to submit to being. °They're not forrabbit hunting; theyare to waste peo- molested by crowds of grinning black thugs?" asks the ple.' Some factions work closely withU.S.. Nazi Invisible Empire Witsliterature'to youth. The an- groups and have connections with fascist, neo-Nazi swer is the Klan YOuth Corps, "fighting for White stu- groups in Europe that have engaged in bombings and dents and their interes .' The Corps' goals include or-- violence. ,,ganizing "White Youin every school along racial .The U.S. Justice Depailment repotted a 55 percent lines," a "Get Toug 'policy.with rt. .ogant non- increase in Klan-relatedcases investigated in 1980 Whites," and "segre ation of classes, followed by over the previous year. Paramilitarycamps and clan- eventual segregation of schools." ,destine training sites, where Klanmembers learn The Klan attempts to exploit racial tensions in liwz to handlea variety of deadly weapons and prac- schools; for example, Klan members leafleted schools - guerrilla warfaritactfcs, have been reported in in Boston as they opened under court-ordered desegre- Alabama, Connecticut, North Carolina andTexas. gation. Another aspect of Klan Youth.activity isre- Nunierous instances of Klan/police linkagehave been flected in the 1977 baseball bat attack by high school reported. Racist attackson blacks; including killings. youth on patrons of a gay bar in Oklahoma City. (One in Buffalo, Cincinnati, Indianapolis, Salt LakeCity, Klan leader stated that hewas drumming into Youth kTanta, New York City, Mobile, Boston,and else- Corps members that there are otheruses for baseball 4ere may not necessarily be directlyattributable to bats than hitting home runs.'4) Klan youth also re- the Klan, but they reflect the heighteningof racial vi- ceive weaponsetraining. Some 30 boys and girlswere olence advocated and promoted by the Klan.Similar- indoctrinated with racism and learned theuse of guns ly, Klan anti-Semitism helped fan the hatredthat led at a Klan paramilitary camp in Alabama in the slim- to a 20-year record high of anti-Semitic violence and mer of 1979. About 12 to 30 Explorer Scouts and Civil vandalism in 1980. Calls for the death of Jews,people Air Patrol Cadets attended a KKK "survival camp" in of color, gayPeople and whites who workfor racial jug- Texas in 1980; where they learned how to handleguns tice are found in literature distributed by the Klan. and strangle and decapitate people.15 Today, as in the past, the Klan oftenattempts to cover its violent terrorist nature with a veneer of re- The Klan In the Armed Forces spectability. Klan leaders in three-piece suits havere- The KKK has also been active in organizing in the ceived a great deal of exposure from the media, which U.S. Armed Forces. In 1976, an organized KKKgroup too often provide them, ir forum to spout their mes- was discovered in the Marines' Camp Pendleton in sages of hate rather than investigating and exposing California, after racial violence erupted. Klansmen the violence and law-breaking in which theyengage. dressed in army fatigues stood guard withweapons at An acknowledged Klan leader won the Democratic a Fort Hood, Texas, Klan rally in June 1979 and at a pprmary for a seat in the U.S. House of Representa- national KKK convention in New Orleans in, Sep- tives in California's largest congressional district, and tember 1979. A soldier was found printing Klan reate- he then received 14 percent of the vote, in the final rial on the base duplicating machine at the Yuma election in the fall of 1980. At thesame time, a former Proving Grounds in Arizona. Klan members have Klansman and neo-Nazi won the Republican primary been discovered on a number' of U.S. Navy ships. The for a congressional seat from Michigan and received 32 perceqt of the vote in tl 'final election. "Now York Post. October 1, 1980. '''New York Times, March 15. 1979, 16Associated Press, Houston, November 25, 1980. 20 I

BE COPY Background Information 19'

Navy has since banned "activities of a member or embersofa racist organization" on Navyships.18 Wi_mm, 1 I. REASONS FOR CURRENT KLAN ww GROWTH IaIrIidtiui A studyofother periodsofKlan revival helps to identify some factors contributing to the current re- surgetceofthe Klan. The United States again has ex- bisjstbtiEsnth - L1_1 I periencêd a periodof J 1 NaeN..0 __L * -. great social change, just as it did J JNS _ i: after the Civil War and World War Ithe other peri- - - ods ofmajor Klan activity. Central among these social 'changes has been the challenge to white 'supremacy - 0 N Ns from blacks and other peopleof color.Struggles for lib- - eration and rights by blacks, Native Americans, Chi- 1 w MN *N- LN NflSS SNMUS' canos, Puerto Ricans, Asian Americans, women, gay I, people, disabled people and older people create an Un- settling sense of social turmoil and change foi some. As in the 1920's, a backlash has developed in response I IY - .. t9 changing morals and lifestyles--and once again * - - * N there is a significant rise in fundanntalist religious MN s iMN N - activity. People are worried about inflation and un- 3 NS..1..JP N .LJ _ t NNew employment. The immigrationofpeople from Mexico, __ .J1 _ 1sMdi'N _ i N N ._ JL Haiti, Central America, Cuba and Southeast Asia has - ___N N NII N - NN N __ _ uN N been used to stir up bigotry, particularly at a. time ..m N N MN N sN S N SuN when many workers are already unemployed.. The war in Vietnam, the independence and actions of the I N OPEC oil cartel, and theIranianhostage crisis are MNN N IN MNsIN some recent international situations which have I i-tN-N -IN IN N N N .. 0 ___I_____ $ - IN caused many in the United States'to feel frustrated - INpNNNp ?1NN t and angry. The increasing thrat of nuclear war INN _ 1 W NINMNN INM IN IN makes most people uneasy. U *115*1 As in the 1920's, the Klan's racist ideology and ac- - tivities are provided fertile ground by more respect- .19 t_ I V. of . tIid. able racist elements. Academicians with "scientific" Is M _ 11,W,r a ror WllN Op theories of white superiority/black iriferiol4ty received widespread media exposure during the 1970's a '(and are often quoted in Klan materials today). Social KLAN YOUTH CORPS PROGRAM; scientists who promoted various victim-blaming the- I) Organize White Youth in every schoo$J'ong raciat'knes ories for racial disparities have received much media 2) 'Get tough' pohcy with arrogant nonWhites arid governmental attention. The government is 3) Force school administrators to drop their appeasemUnt policy to minorities by threatening public, exposure followed by possible sharply cutting back social service programs that pro- boycotts. vide critical aItance to racial minorities. Politi- 4) Implement 'lit for tat policy by demanding equal rights1wWhite cians are spouti)code words like "states rights" in studentsIf minorities have a Minwity Cultural Class. Whites-' speeches remarkably similar to those of the 1870's should have a White Cultural Class (etc 5) We want segregation of classes, foIIoed by eventual segrega that usheredII)the return to power of white suprema- tii'iiOl Schools. cists at the state level, all the while assuring, as they - -

did in the 1870's, that equal rights will be upheld. Corns Life-long white supremacists, now in positions of I swear thatI am of white. nonJewi3h heritage and that I have great power in Congress, are pushing for repeal of the read and understood the purposes of the Invisible Empire. Knights Voting Rights Act and other federal legislation and oftheKu Klux Klan. Iunderstand that this membership automatically regulations that provided important advances for civil becomes nult and void' In the event that false or misleadU tnfcma1ton rights in the 1960's. The Supreme Court hastens Is turoished to obtain membership. white society's retreat from these advances in dod- I further swear that everything enteredon this application is true to the best of my knowledge and that I have furnished the signature ofa parent or legal guardIan. Signed (apphcam) Date_____ '6F'ACTS. Ant2-Defamation League, November, 1970. 21

I I II 4

,..,01"

cssstaessresi, sions such as the 'Bakke case" and those demanding lar industry, they function as individuals, not as part proof of intent to discriminate in order togain judicial of any conspiracy. (In addition to maintaining close relief from discrimination (rather than proof of dip. links with neo-Nazi groups, some Klan factions aon crinpnatory results, which had previously been said virulently anti-Semitic Nazi literature: Hitler's Mein ficient). Similarly, attacks on the gales ar women, Kampf and The Hitler We Loved and Why are among unions, gay people and other .groups provide fuel for thettitles available.) the Klan's activities. . The Klan is once again basing its campaign of hatred, bigotry and terror on white supremacy and its The Klan Scapegoats own definitions of Americanism and Christianity. In the midst of current social change, people's frus- DurintReconstruction, the Klan's violent and lawless trations and anxieties are easily channelled into activities were said to be upholding "law and order" blaming scapegoats. Once again, the Klan is mound against supposedly "ruthless, law-breaking" blacks. to provide easy answers and point to scapegoats. "The szi History shows their real purpose was to restore to nation is gravely in need of a mighty force to halt the power an 'elite who bepefitted most from white supre- Washington insanity and return our country to itspo- omacy, and that the overwhelming threat to law and sition 14 greatness in the world. The Ku {lux Klan is order came front the wt'te terrorists themselves. To- the only organization which has proven its ability to day,: the Klan's violent aid lawless activitiesare said b?ing change and restore order." Thussays the !Owe- to be an attempt*. protect "white rights" against rial Wizard of a large Klan faction in 'his organiza- what the Klan claims is black people getting all the tion newspaper's Today, the Klan scapegoats blacks, benefits ("reverse discrimination"). Yet the facts show Jews, gay people, immigrants, communists and other. that black people still suffer from racism and discrirai- Typical of Klan scapegoating tactics`are its attacks nation and that whites as a group continue to enjoy on 'Jews. Klan propaganda .charges that a "Jbwish far better social and.economic conditions than do conspiracy" is responsible for everything from gas blacks. Indeed, a variety of social and economic indi- shortages to "race-mixing" to the country's economic cators demonstrate that the gap between whites and woes. Jews, it is sometimes claimed, are the master- blacks has widened, not lessened. Thus, when the minds "behind" black people because blacks are said Klan seeks, to protect "white rights," it is seeking to to be too "inferior" to initiate action on their own be- maintain the special privileges and benefits available half. The Imperfal Wizard of the Knights of the Ku to whites in a society structured around white supre- Klux Klan has stated, "The Jews. . . arefinancing: macy. the niggers and forcing therm down our throats."' Myths and lies have always beenore vital to the Other age-old and discredited anti-Semitic myths Klan than its sheets and burning crosses. In spite of often repeated by the Klan are that Jews control the civil rights laws and some affirmative action efforts, media, including textbook publishing, and banking.. blacks have made only limited progress. They still In reality, Jews do not control these industries; they earn, on the average, much lesd than whites. They are are, for example, the principal stockholders or owners under-represented in government, the professions, of only 3% of the more than 1,700 U.S. newspape higher-paying occupations and colleges. They suffer and less than 1% of the direcjors and top office . twice the rate of white unemployment, experienee of U.S. commercial and savings banks. More signifi- worse health care and housing, and are denied equity cantly, whatever the percentage of Jews in a partial- / in a range of other areas. Yet many whites ignore these facts and remain silent about the continued lack "See dissenting opinion of Justice Marshall, 438 U.S.387. of equality. Many exaggerate the progress, focusing' "'The Klansman, September, 1880 (special mini-edition). on laws andregulatioris that have been passed butig- I9The Tennessean. Dec. 7, 1980. noring the failure to implement the laws. .22.. Background Information 21

History shows that poor whites haie gained the most during periods when blacks made gaingget- .ting the right to vote, better educatiofial opportunities, job training, more social services, etc. Yet it is quicker and easier for people to scapegoat others than to carefully analyze social forces affecting their sittka... Lion and organize and work withhers to create social change. Instead of joining r to help improve our society for everyone, many people concerned about inflation, unemployment and high taxes hold blacks, immigrants, Jews, gay people,. conimuriists, unions or various foreign countries responsible for the', and society's problems. Scapegoating serves to deflect people's frustrations from the actual causes of their problems onto weaker and less powerful groups.. The Klen's Rote The Klan serves two principal functions. First, it helps channel many white people's frustration and an ger away from theAitpx1 causes of their concerns about taxes, hiflation, livin standards and unemployment and onto the scapegoated groups. Second, through violence and terror, it attempts to intimidate people and keep them from struggling for their rights. The Klan has arisen whenever the efforts of oppressed people, particularly black people; to improve their lives. threaten the status quo. Thus, it is important to remember that the Klan is only the tip of the iceberg, the most visible and obvious manifestation of the entrenched racism in our society. pi J. COUNTERING THE KLAN The Klan can only grow in a climate where racism flourishes. It needs the support or sympathy of those in positions of economic, political, religious an edia power to either directly encourage its gro IAor to. condone it by failing to fully exercise their power to atop its terrorist activities and to protect its victims. 1 Historically, the Klan has been less effective in areas where newspapers expose its true nature; where public officials denounce its lawlessness; where ja,w enforcement officials vigorously investigate and prosecute its illegal activities; where juries convict and judges sentence lawbreakers; where church and civic leaders speak out and help educate people to its men7 awe 8eatstioutem swum . ace. The most effective weapon against the Kran'has been citizensblack and whiteorganizing, demonstrating against the Klan and demanding that com- y and elected -leaders act forcefully to stop the meat. They-are simply hangmen; not the court, judg41 or terrorists. ". jury. They simply obey the public sentiment of the South, Frederick Douglass, the famous ex-slave and anti= the sentiment created by wealth and respectability, by . the press and the pulpit. Achange in public sentimen4 can slavery leader, said in 1892: be easily effected by these forces whenever they shall elect to Now where reststhe responsibility for the lynch law make the effort.[emphasis added1" prevalent'in the South? It is evident that it is not entirely with the ignorant mob. The men who break open jails and 2'Albert Blaustein and Robert Zangrando, eds., Civil Rights and with bloody hands destroy human life are not alone re- the American Negro: A Documentary History (New York: Washing- sponsible. These are not the men who make public senti- ton Square Press, 1988), p. 287.

23 '1,71'. Leeson Plan A The Ku Klux Klan Today 23 TheKu Klux Klan Today

OBJEcravgs main on displayand have additional itemsadded-,-as Students will be able to identify types of activities en- class study of the Klan continues.) 64- gaged in by the Klan. 4. At the end of the allotted time, ask groups toreport on Students will be able to recognize violence as a major the types of activ.ities about which they read.Volunteer stu- characteristic of Klan activity. dent recorders should list responses under theheading Students wilkbe able to cite groups against which Klan "Types of Activities." (Responses may includesuch activi- violence is directed, including blacks, Jews, gay people, left- ties as death threats, vandalism, personal attacks, beatings, ists, immigrants, whites who oppose racism and others. shootings, firebombings.) Students will be able to cite areas where Klan activities 5. Ask students to share what kindsof people were have occurred that indicate its existence in all regions of the targets of such activities. Has, studentrecorders list re- country. sponsesunder the heading "Targets of Activities." 6.Ask students to list locations of activities.Rave student recorders list responses under heading "Locations of TIME REQUIRED Activities." One class period. 7. Discuss students' findings, using questions such as: a. How would you describe theessential character of an MATERIALS NEEDED organization that engages in such activities? (Violent, Sufficient copies of each of the five news clippings about terroristic, criminal, etc.) Klan activities so that each student will receive a copy of b. Is it always possible t6 prove that incidents have one of the clippings with all mentionof the Klan deleted (see been perpetrated by this organization? If incidents were pp. 28-31). carried out by non-members who were inspired by the One copy of the poem "Ku Klux" byLangston Hughes rhetoric or example of the organization, do you think we (p. 27) for each student with mention of the Klan deleted. can link them to the organization?Explain. Sufficient copies of the Examples of Recent Klan Activ- c. What are some of the apparent reasonsthat these itiekApp. 26-27) so that-each student will receive a section people were the targets of suchactivities? (Just being witli four items with references to the Klan deleted. black, Jewish, gay; black people moving into white neigh- One teacher copy of all of the above, withKlan referen- borhoods; white and black people being friends or just in- ' ces intact.to allow verification by students (pp.24-25). teracting; people demonstrating against injustice; etc.) d. Would it be correct to describe the activities of this TEACHER PREPARATION organization as "isolated incidents" or a "regional phenom- Read Background Information (pp. 10-21), th five news enon"? Why or why not? clippings about recent Klan activities (pp. 28-31), t e am- e. How did the person who wasthe target of the activi- pies of Recent Klan Activities (pp. 26-27) and the poem°Ku ties respond? How.did others in the communityrespond? *Klux" (p. 24). Make sufficient copies of each of the last three Did the organization accomplish what it sought? items, using the versisnli in which all references to theKlan 8. Show the original copy of the materials whichrefer to have been deleted (pp. 2641), to prorecopies for the sec- the Klan by name. Ask students to share their reactions to ond procedure below. learning that the organization referred to is the Klan. 9. Ask students what they have learned about the Klan CLASSROOM PROCEDURE that they did not know before. Also ask what other things I. Advise the class that they are going to work with sev- about the Klan they feel it would be important to distuss eral kinds of materials that will give them information and study. about an unnamed organization. 2. Divide the class it ka groups of five Give each group member a different news clipping, a copy of the poem and OPTIONAL FOLLOW-UP ACTIVITIES four items from the information sheet. (Distribute any extra I. Have students monitor newspapers, magazines and . items at random.) other media for stories about the Klan. Students can devel- 3. Give the students 15 minutes to read and discuss the op a bulletin board of clippings. Havestudents add to lists of materials. Ask them to note the type of activities undertak- "Types of Activities," "Targets of Activities"- and "Locations en by this organization, the groupsthat are the target of.its of Activities" as they come across additional information. activities, and where the activities are occurring. (Note: Re- 2. If there have been any Klan activities in your area, in- cord responses on newsprint with magic markers; if avail- vite people who have been targets of Klan violence to share able, instead of on chalkboard, so that information can re- their experiences with the class. I

2 5

I I I v ç,,i r 'ri r

Examples of Recent Klan Activities

1. 1977-San Diego. CA: Two K linemen were charged with 2. -Trinton. NJ:Agroup of Klanamen vandeftaed a shooting atthe bema of on. Chicano fmnily$rid withoonegir. synagogue. iAnU.f1mation League FACTS. November KU KLUX acy to shoot at another. lAati.Defamatkn League PACTS. 1919 3.1979.-New Haven, CT: A cyces was burned in front of an by Langeton Hughes 2. 1977-Oklalioma City. OK: Meenbersa(ahighsahool Ku office of the Stat, Trepurer. th. states highiset.ranking Klux Klan chapter took madic for baeebeII bet attacka on blirti official. National Edutetion Association. Feet Sheet) patrons of a gqg club. T.. Ko.naaa City Times, January 29. They took me out lPlSi 4. 1979-Denver. CO 20 Klsnsmen mounted a picket line in front of a synagogue, shouting racist slogans Seme stores To some lonesome place. were plastered with dickers urging boyt of Jewish veer- 3. 197-Los Angeles, CA: Tttrpe Klanamen were convicted They said, "Do you believe of cnopiracy to murder the West Coast leader o(thJewlsli chant. iNatlonal Education AssocIation. Fact S*mti Def.nse League. Anii.Dsfamaiion League PACTS, March In the great white race?" 1918i I. 197W-Muscle Sho.la. AL: Two Ku Klux Klanaxnen were chezgd with attacking :wo black ministers ala resleurant. 4. 1977-&. Louis, MO Klauamen carrying signs saying I said, "Mistr, 'Dewn with ERA and NOW" picketed 'the state Interim. iTS, 7'.,uwsan. February 20, 1980i tional Wpinen's Year Confernoa. The head of the United To tell you the truth, 3. 197$TilrI.gl.. County, AL Nine Klan were can- Itlananaw Klena of America said his ladles ausillary" wag working to 4 1U80-.H. TX A Ku Kltuz and a con- statedofracial tenos They flogged awhite man who I'd believe in 'anything ase the women's movement, which he said was "trylog to stated Men taughtBoy Scouts and Cliii Air Patrol cadets bad black Walters In hi.home andsbpeln* the homes of hew to strangle pseple, dusapitat. people with a machete. destroy all the principles and heritage that! cherish." iDe. black Isadurs end racially mixed esuplia. liVes. Y.i* Times. If yo.z'd just turn me loose." - o'idtNews,Ssp*etnbsrl.1977i the cambantomatte weapons. The two men made racial Dscumber 7, 1960 slit,, about Wa In adoltiaw, *ie Klaeemen weegoetadee saying "There.,, cedy twopulp.I'll battl. with. Coamu- alda and hemoeszuals. That's the basicreasen I jeh the .The'ite man said, "Boy, 1979-Jackson. MS A fiery cross destroyed the electrical I Klan." (Weahlsgtois Pest and New Y.,k Times, November supply (car a newspaper thai ran articles exposing the Dover. Can it be I 24.1980) nor's appointment of Klanamen to high office. A net. on a Youre,-standin' there bick breaking the newspepe?a window said. Ycu are be. trig watched by the Ku Klux Klan." Report to the National A-aaain' me?" Anti'Klan Network. January 19811 1. 1960-Great Neck, NY: Students In this predominantly Jewish community arrivedat high school to find spray. 2. l97&-Atl*ntic City. NJ: Two Klansmen hung an effigy painted ewutika. obscenities and a five-foot-high "KICK." They hit me in th?had of a rabbi in a public park. iAnti.Defametion League This ewe baa wttnaesed a rai of crosa-burnings slid antiS FACTS. November 1979i Semitic vandallea over the lalt yesr (New York Tunes. Or. And knocked me down. lber *1980) And then they kicked me 3.1978'--Cullmnan, AL: The Klan admitted involvement in the kidnapping and beating ole black minister by three car. 2. 1980-BaysldoHills. NY:A man dressed in a Ku Klux On the ground. loads of whites. iKlanwstch Intsffigenc. Report. March Klan outfit burned a came an front øtthJew*ah.C.ntt and 1981t synagogue.Newsdoy, November 3. 1980i A klansman said, "Nigger, 4. 1919-Clinton. TN: A Kianarnan w . srged with mur- 3 1980-Franklin. TN A K!astanan was arrested at a dering awhile woman by setting hi .a. afIr, because Logk me in the face- 4 rtack friads via. Klan rosdelock on charges of Illegal poaeeesiori cIa firearm. hoe slit., was married to a black raRe, Klenwaicb Iistolhgoric. Report. March 19811 tied the house.National EducatiotAstocistion, Foci And tell me you believe n Sheet) 4 19*1-San Leandro. CA: Crosses we,, bijrvid in (Punt of The great white race." tWo homes. One belonged to an interr*c$a' couple "KKK" we. eprsy,painted on a garage doer, a sledge hammer we. Il979-Sylacaug, AL. A Ktanaman wee convicted of thrown through i front window, sad a note containing re' whipping a white woman who he thought was dating a cial slurs and sIgned 'The KICK" we. left on a dooretep black man.(TIME,Novsinbet 19.1979) 4. 1980'-Chatlaneoga. TN: Three Klanereien shot and tKlanwtch late 'am Report. March 18911 Copyright 1942 by Alfred A. wounded teur black women who wem walking down a Knopf, Inc. Reprinted from 2. 191W-Decatur. AL: 200 armed Klsnemon mobbed a au street. Rirlier, the Klaxismen had burned two crooma iN.w perinerket being pecketid by two blacks. Police officers York Time., Apt-Il 21. 1880 Il9Sl->ia V, TX: Xl*njnwtt armed with 30-30 hunt. Selected Poems of Langaton stood by as Klansme wrapped a Confederate flag around ing reflee and AK.47 eeml-automatic Iittrn'burned a 25-foot Hugheo, by permission of the one black and set the other's hat on fir,. A blackshopper I. 1980-Ft. ClealTee, All: The Ku KIts Klan held two anti to pretest Vietnamese refugie fishermen in the area was knocked into his car arid Klaxeamen fired ott a black TAe Daily PvveslUtscal, Fsbritary 16. IdaIt publisher. passerby. The only arreata were the two pickets, charged Cuban raillea In the area where Cuban refugee, were housed.New York Tinse., Jun.29, 1980i with "obstructing a businsea" KlanwatchlateUigeisceRe. 2 1981 -,.Memphi,, TN Two Klanarnen aMucied a man port, March lPSIi 2. l980-Fuataiia. CA A b1ck employee of the Pacific who quit iii, Klan They threatened him wia pistol, then covered him widi yello* paint and feathers Police leame.] -a, 3 1919-Decatur, AL. After the Ciii Council paseed a law Telephone Co. wee shot while he wee working t6 a lift-buck- et ahoy, i telephone pleusI two hour, before a Klan rally that a ",trset" was lenud on hi. life bocuse ha publicly banning guns at public rallies. 180 RIsnamen. openly die. claimed that Klan leaders war, selling marijuana and co- playing guns. rode through town, running stop Iignta while The assailant thog'tjds rectal slur. A crone had beset burned ri the black man'sard a few montha earlier L.A Herald caine, anti that a member had recruited women for porno police watched They drove to The mayor's house with signs movies. )Woshiag*on 8ev. February 17. 1981. The Doily Examiner. July 3. 19901 rending. If You Want Our Guns. You Coins And Get Pr..., February Id. 19811 Them.' klanwatch Intethgcace Report. March 1881i 3 1980.-Chicego.lL Amsninewhheshsajplaecdaflam' 3 1981-Salt Lake City. UT A former Klanan was tim 191W-.I)ecetur. Al. 80 heavily armed Klsnain.n at ,ng crete in the yard ors two-family house occupied by a 27 4 Chico,go Stn Tins... July vicied of killing two black men I& and 20'yeare.oldi who Lacked a group of black marchers who were protesting th. black family anda Latino (airily were jogging with twVwh,Is wonren in sjeguat 1980 Nrw 6, 1980) rape convittionof r.tarded black man iKlanwatch InfrlIi. Yore Time.. March 5, 1991) getter Report. March 1981 F. 2 6 4 1990-Chattanooga, TN ThreeKIaedee\t armedwith bombs, a how and eteel.tipp,d arrows were arrested after a 4 1981-Saltumee. MD: The leader of the Uasland high.epeed chase from a black neighborhood They wøre Kttighia of the Ku klux Klan was convicted of plotting to I1979-Sen Diego.4.Two Kianamen wre found guilty bomb a uynagegue A former police odUcor. he wee aIs con. of killing a fellow Kianarnan thev suspected had informed spotted near the place where foitr black women were gunned down by Klan.men in ApriliN V Dady N,w.. July28. rioted of thriserog a brick through the synagogue window a police about drug dealing by Klan members Anti-De(arn.- Epriolag Sees, Merck 13. I9Zl 1880 ieeeLeague PACTS.Norombe, 1979 I

.& Teacher Material The Kti Klux Klan Today 25 BE . OPY

of 'K1an' visitS osuselagbarsst since they . n shattera uotithiaidthiyiai*5uti'd bfttoadsiek * "Ilvejyosstolbs aclgbbmboad Vtassd * sic. elan vi wire 0Ws Is." .514 *& Allis. "They mir54 tn.54ly. qujet dream I dis'I beBerS asse lsito usighbmbssdto NIpONI flip miusspssl UwipaJs 'SPBOI.4540L1T s. of thia italad the police 'ban they the INS lDwbhSthiisI*d lb. kids th1svie bills It bai ta - 154 Ps30 Allan didnI upset tfob1s toistodere. lid I &s bow '1, to stos theribelfaui. *USpt tj$ 15105 MI Its Jil51y yoma Is lbs to. . M,lBIcIIIp r *14*130 uulbbsitood Is raipoonble for lbs tot' 'i:c. BefØbpk bet Romulus bus bias t*t4raIed slid a LJ....l... I isasat Both the youth 4*00 by * the aslm. lice ipot diato4 the Usc* lies is oskor ormi s'iablote belpad them move. of = msnys Roautu. fuettots tassinp ito ci lie bard to undsietist" Yernis toA'1Th C plc raspossible spyselsup don't two is the A v"ofmis vsatlq s Ills IlhisetyI. botbaid Bus lbs beemersest ii dofinstoly t3p V1ttSthIltoN1ftPo505d$yIt4M50$p4hiof motivated hi I tvpnalsg Ibaip to hippo.to Romulus $ lsavsi suttothe Allis born,. eppsntly is in to a , iS1Ctttobiiitheboiwi. of the ops$vnh, Li bei1yIs 'spd only. i's. all-ebas cc i'Itoot*____ hosls.zg Teaueiyopis c0u1.____ Pints ondtotot lure .or rng', . -- / *sid Beidtotototoaiastsb.isf wsutu,p lbs mimu ottufly Klan sbszt Nsftba,ofthe ys*the lasolayd in lbs ti.'-"ey ofmmto 40PN*uIofa.ernTtoui4.y slbt, BaJI totto _ lbs bombs it the to OASipMIZ*TSNJS4 tO4*$pllrn lbs thcoUabut I sstosasbmis toito ha 4idbly be atted cam I$$lss "ie s,m tIcs bldbsJSkufldiflh,fl,aeL154Ito$memo. t.tous dadsleBaBi 'A' fttbtmid Cc, ájiiTii and *ILy." be u' saa fist thdom from couple tot, lost bsp%lled * tot ' a borne throws "WV,. g'iBe upbias, as mailut 'bad Isp. of UUIWDU1MIslH Allah "Ym ceWOitibla bets, I Uk $hPtoS Ibolbir p II 710 p m.. bettie sadIthtoktIvittIdbeIpiiWgp 1ds to prow up TH P4EW YORK TIM8 8)INDAY DaCaMaBR l 140 just lope wbuter Is respcoelbls (cc Ito III WYII ii I4CI wi Is I .5.. 54.5 . 5 I. - i5$" And lees! Tb, asca mu - mid Vandals Harass Black Familics in Califorr.oun'y dadod watts War It d. i.py'. Ø buS 730 ofliçk faioi unutua,t) fleer hue callud Cars Kll}a PH0O1.E. CalL U It isdart -, is. ._ a direvtor.Firrfofn.fs stod issbttjlhi

1Vv ma 'I ______emim ______tha ibymi.

N* fl.

ccou.ce wi. it. sahi th'?IM.Ut cross-burning mystifies,

I Held

cHATTANOOGA. TmIn. April sod Uanball Tbrult. 30 dl treat riles N. Hollywood target black we tesvtoaCflhttsaoc*a A peileesoerre said asian win woudsd by shotgunPrim. sad Thrash are members of byPOIISLOfl mil$O$ blasts150*. pining ear. and a blackCMIKbI150O0 Hut Hnrvev Scherhice. re- wire*5500khr itlied A North lfulI'.wood attorney tnt untilIhis us Amcrw.l inder today praised polls. for the grin,sIlitrertor nO the Panfie' Iwo blasts they left5las. won reitled and m.sd dm1 ..t..iuIuuIl f..r this I%n' q utik artlem shotlid to the sytesil of U said hs Snulhweut Ant,Defamalion PISdO*IMflUYblack section Sunday because someone lhifli. Thidlu'i three Ku Klan him meatbara. Leamie of Wnai R'ruh. said at 00r3s Key Chattanooga ebsptirof the city. poise. said. Anihoeltis. did burned Ih.Tc wootien crosses on not 'ati.dlat.trestablish$mcli,.. I h.I%V lri'ti irauwid It) stip- t.w!is on hnm. w'uIIy are am ppiIdenl of theCAAP.saidhe had the lawn of hut home unfit ic-fl TWOofthe tiStlati. hlottifra 0. 54I III,' 1.55 .unl Lu ski thing" for tills Biturday night after .hoci unnli-ilcmitic note on liii' front the work of en orgamard group. SolutiOn. 4and Lila Julie Eat.e. thy '."ttin lhts in. one thing I logs treat peopla unileg ,etahalin. * porch timsaId.hwivas.Ihah.wasut.0 were bO,*$llaNInlair condition .1,41* lwlsc%'v iii A mnns rare cw He miid dambi lb. ,e Withlog neatids. Pollee said theother The three entntie5 Stt%0d2130 doismu vip dli wiab Ito in hone calls heeling, thitt i,. pus tuissisiess. and cv- of '1 & BIllfl andOl abreast on Joseph Merdier's lftes,din working throngi,the crsilt should jt,ftgt' him lot KZK. Lie J$0kIUO. ad. weretreatedIon eel. front lawn. were covered with teat. hii,neli uind not inilt thing else" bus let wounds Inthelegs sadbt*toeks paper and set afire sometime be. It "ifjyatiresIsnot carried sAd peiessed. iwet'n 1 ulidftb..m Sundiy. A S snaredthat we UI uk ha haS lbs j..p.....i% its s bcapllal Interview. note that rOad.C..; .iw. hod Needler, whoisJewish. said said K, cIsaa. steps are legally necessary. and 5ans tie. sian trom $ generil penoqtc, I mith*1 Or I laS t.ent ' W won signed. "KK.' s j" whohidmet list at0ibwith at IS I 05tIIadI . log lit. coiner pad s wbcd the .5110mw)' (ci the Pant etallI years. en. ,f thiarve.tedKlanmember. I; ing tinder-math iso tec' pwk shots werefired.I dtdWt heon.phof thiS We lJcmiidhedKisutth. The 'fSAcPbelievesInthe Aatcrl Hut he. said tic was at a tom to bythe dat. *5 bid ths' mutt ph ciA 1)51510. Wi heIlsr IIcan wOrIL *04*. *5 and enpitun why his home. In 3 cul- mc wiatem abel. P.ierslIers wife, sits, dint-nv. We toe con,clasw of America and ne-sacinus racially mined fleigh- key sad thuse Of his vhim's n we Ifil l th. conit.ilw,of Chills Cr051 site hisrnt'4 cre. Ingiti tim-fond, would be targeted by a "Whet. you hers $1 21n hadmelpsasoftaib to titer' ranged in betel;' from grougguch as the Ku lusz Klan ml aeilvt%y.ftwad Is a wbsl. itAACP this. edlA the lee-i toftfce4 Auth'.wttses soul Th.threeunited menwere ? ic5eO4_that will be thee.ofbic peeVe .sm there were no injuries or proper. rfiaraed with of "Alithint point. until - orv aid nut withIntenttocoatmitmurder. SI! 1% damage from theusuie.Ident. down soenethtm& Iii tz(tnSto tndivl4ual hems." wer,in the cityjelltodayto Itcu wit 140.000 bond swellInga londsy air e. tomis Merdien reid in an Interview ties had any pltaic threats or of alguatrel. 150.000 .CUIhWII_lbaia.ecaØ*pOf (st News ServiceHat an) leitis. 0 say one thtflg will I. handled by 5 elsie COO' Thethreewet,identifiedbypolice. hail Impieced neighbors also were upset. Im or Jier now. I think. gs p as Bill Chr,h. who cdli PdlttMlf nights of esodagto tars." he mid. . sal . be taj cen*5c, Imparlil wizard ofthe Jostle, Knights nje O-....L_...... 2 8with of he Ku KIua Klan: Larry Puysa. 30. L 26 Student Materiel'!

,t Examples' ofRecent Activities

1. 1977San Diego, CA: Two were charged with playino guns, rode through town, running stop lights while- shooting at thetome of one Chicano family and with conspir- police watched. They drove to the mayor's' house with signs acy in shoot at another. (Anti-Defamation League FACTS, reading, "If You Want Our Guns, You Come And Get ° March 1978) 4 Them." ( Intelligence Report, March 1981)

2. 1977Oklahoma City, OK: Members of a high school 4. 19797Decatur, AL: 80 heavily armed ' at- chapter took credit for baseball bat attacks on tacked a group of black marchers who were proteiting the patrons of a gay club. (The Kansas City Times, January 26, rape conviction of a retarded black man.( Intelli- 1978) gence Report, March 1981)

3. 1977Los Angeles, CA: Three were convicted of conspiracy to murder the West Coast leader he Jewish 1. 1979San. Diego-,1CA: Two were found guilty Defense League. (Anti-Defamation League FA ,March of killing a fellow they suspected had informed 1978) police about drug dealing by members. (Anti-Defama- tion League FACTS, November 1979) 4. 1977St. Louis, MO: carrying signs saying 'Down with ERA and NOW" picketed tl*sstate Interna- 2. 1979Trenton, NJ: A group of vandalized a tional Women's Year Conference. The head of the United synagogue. (Anti-Defamation League FACTS, November of America said his "ladies auxiliary" was working to 1979) oppose the women's movement, which he said was "trying to . destroy all the principles and heritage that I cherish." (De- 3. 1979New Haven, CT: A cress was burned :1ln front of an troit News, September 1, 1977) office of the State Treasurer, the itaio's higilest-ranking black official. (National Education thesociation, 'act Sheet)

1. 1978Jacksoit, MS: A fiery cross destroyed the electrical 4. 1979Denver, CO: 20 mountepicket line supply for a newsAwr that ran articles exposing the Gove in front of a synagogue, shouting racist slogans. Some stores= nor's appointment of to high office. A note on were plastered with stickers urging boycott of Jewish mer- brick breaking the newspaper's window said, "You are be- chants. (National Education Association, Fact Sheet) ing watched by the ." (Report to the National Anti- Network, January 1981) 1. 1979Muscle Shoals, AL: Two were 2. 1978Atlantic City, NJ: Two hung an effigy c*uted with attacking two black ministers at a restaurant. of a rabbi in a public park. (Anti-Defamation League (The7- ssean, February 20, 1980) FACTS, November 1979) 2. 1979 dega, County, AL: Nine were con- 3. 1978Cullman, AL: The admitted involvement in victed of ram rrorism. They flogged a w man who the kidnapping and beating of a black minister by three car- had black visitoin his home and shot into the _omes of loads of whites. Intolligencd-Report, March black leaders and acially.mixed couples. (New yo 1981) December 7, 1980) 4. 1979Clinton, TN: A was charged with mur- 3. 1980Birmingham, AL: A was convicted of dering a white, woman betting her house afire because violating the civil rights of two Vietnamese refugees. He her sister was married to a black man and black friends vis- warned them to lea* their jobs and threatened to kill them ited the house. (National Education Association, Fact if they told anyone. (New York Times, January 16, 1980) Sheet) 4. 1980Dallas, TX: Because a white truck driver stopped the rape of a black woman by three white men, 1. 1979Sylacauga, AL: A was convicted of vandalized his car and engaged him it% many fights. He had whipping a white woman who he thought was dating a to move three times and now carriesta gun for self- protec- black man. (TIME, November 19, 1979) tion. ( Intelligence Report, March 1981) 2. 1979Decatur, AL: 200 armed mobbed a su- permarket being picketed by two blacks. Police officers 1. -1980Barnegat Township, NJ: A leader stood by as wrapped a Confederate flag around and two sympathizers pleaded guilty to shooting at the one black and set the other's hat on fire. A black shopper home of a black family. (Bergen Record, January 21(1981) was knocked into his car and, fired on a black paeseeby. The only arrests were the two pickets, charged 2. 1980Hopewell, VA: Black residents of a housing subdi- with "obstructing a business." ( Intelligence Re- vision reported a cross-burning rally of robed port, March 1981) (Richmond Times-Dispatch, February 1980) 3. 1979Decatur, AL: After the City Council passed a law 3. 1980Las Vegas, NV: A thieatening telephone call to banning guns at public rallies, 150 ,openly die- actor Redd Foxx by a caller claiming to be a was . 29 Student Material 27

followed up by the splashing of red paint' on du; comedian's painted swastikas, obscenities and a five-foot-high " house, along with the initials ." ( Washington Post,. This area has witnessed a rash of cross-burnings and anti- April 1, 1980) Semitic vandalism over the last year. (New York Times, Oc- tober 29, 1980) 4. 1980Chattanooga, TN: Thnie shot and wounded four black women who were walking down a 2. 1980Bayside Ijills, NY: A man dressed in a street. Earlier, the had burned two crosses. (New outfit burnedcross in front of the *Jewish Center and York Times, April 21; 1980) ' synagogue. (Newsday, November 3, 1980) 3. 1980Franklin, TN: A wasarrestectfata 1. 1980Ft. Chaffee, AK: The held two anti- roadblock on charges of illegal possession of a fireem. Cuban rallies in the area where Cuban refugees were intelligence Report, March 1981) housed. (New York Times, June 30, 1980) 4. 1981San Leandro, CA: Crosses were burnyd in front of 2., 1980Fontana,, CA: A black employee of the Pacific- two homes. One belonged to art interracial bouple. Telephone Co. was shot while he was working in a lift-buck- was spray-painted on a garage dos., asledgehammer was et above a telephone pole just two hours before a rally. thrown through a front window, and a note containing ra- Thb assailant shoabid a racial slur. A cross had b een burned cial slurs and signed "The " was left on a doorstep. in the black man's yard a few months earlier. (LA. Herald Intelligence Report, March 1981) Examiner; July 3, 1980) 3. 1980Chicago, IL: A Man-in a white sheet placed a flam- 1. 1981Santa Fe, TX: armed with 30-30 hunting cross in the yard of a two-family house occupied by a ing rifles and AK-47 semi-automatic rifles burned a 25-foot black family and a Latino family. (Chicago Sun Times, July cross,to protest Vietnamese refugee fishermen in the area.

6,1980) . (The Daily Press [Utica February 16, 1981) 4. 1980Chattanooga, TN: Three armed with 2. 1981Memphis, TN: Two abducted is man bombs, a bow and steel-tipped arrows were emoted after a who quit the .They threatened him with a pistol, then high-speed chase from-a-black neighborhood. They were covered him with yellow paint and feathers. Police learned spotted near the place where fem. black women were gunned that a "contract" was issued on his life because he publicly down by in April. (N.Y. Daily News, July 28, claimed that leaders were selling marijuana and co- 1980) caine, and that a member had recruited women for porno movies. (Washington Star, February 17; 1981; The Daily 1. 1980Detroit, MI: Four fired a shotgun at a Pressjebrwuy.16, 1981) black man, fired into his home, and planned to burn another 3. 1981Salt Lake City, UT: A former was con- blast family's home in a suburb. (Washington Post, January victed of killing two black men (18- and 20-year-olds) who 14, 1981) were jogging with twowhite women in August 1980. (New York Times, March 6,1981) 2. 1980Haltom, TX: About 20 robed demon- -abated. outside a City Council meeting_protesting1.33_Cu, 4. -198I;-;Iralffiriore, MD: The leader orthe Maryland ban refugees brought there to work in the construction in- was convicted of plotting to dustry. (Washington Poit, October 18, 1980) bomb a synagogue. A former police officer, he was also convicted of throwing a brick through the synagogue window. 3. 1980Greensboro, NC: An all-white jury acquitted ft and two Nazis who had been filmed shooting (The Evening Sun, March 13, 1981) anti- demonstrators and killing five peoplea ;pack woman and four white menin November 1979. The be M of the American Nazi Party called the verdict great victory for white America." (New York Times, November 18, by Langston Hughes 1980) They took me out They hit me in the head To some lonesome place. And knocked me down. 4. 1980Houston, TX: A and a con- They said, "Do you believe And then they kicked me victed felon taught Boy Scouts and Civil Air Patrol cadets In the great white racer On the ground. how to strangle people, decapitate people with a machete, and fire semi- automatic weapons. The two men made racial I said, "Mister, A said, "Nigger, slurs abet* blacks. In addition, the was quoted as To tell you the truth, Look me in the face saying: "There are only two groups battle with, Commu- I'd believe in anything And tell me you believe in nists and homosexuals. That's the basic reason I joined the If you'd just turn me loose." The great white race." ." (Washington Post and New York Times, November 24, 1980) The white man said, "Boy, Can it be You're a-standin' there 1. 1980Great Neck, NY: Students in this predominantly A-sassin' me?" Jewish community arrived at high school to find spray- 30 "; si,-%.1.?..;;;..

28 .Student Material a

Detroit News.,Nov. 2, 1979 couple win stay 1:3EST C -visits tontinuing barefooted since theymoved The Miens, who are rem ni thehome for $10 a shattera menthe odd they are stuned by theMaria Ilveyone is the neighborlmodmuted .as es nice when we were moving in;said Mrs. Allen. quiet dream "TVwi tE=Mad*WWI this toisbluwimme responsible.Thel ereas as we ere, aid sow.' Bp 11 11 PIt4LEY ,, al ottkiia edist the what dot sew the Ness SUN OW sun in white sheets ike Ida dumb* Waft David and Pam Allen didn't impacttrouble It has to be astildirs. 1.duret ktOW why when they moved into a rented brickhome in a they'rebOtbefinie wellkept Romulus subdivision last Saturday. The Aliens were the first black-U*10u the Perm Amin ars waislyarm in es bp" neighborhood) but Romulus has beenintegrated mediate niftbaa ISresponsible tor the ima% fora long time. awnest. iloth titsptoodlea _shot by Mat sad the Their new white neighbors helped themmove, teeneler tidying die truck live a Oberstew . carrying furniture and loaning the use of their Rowan telephones. It's hard to trodembead."restos sal. 1b. A day later, the trouble began. pie respftsible apparrently don'tlive in A group of men wearing .style borbood. But the heresement is white sheets set fire Sunday night/to a pile of motivated. It's a wiptising thingto happen in leaves next to the Allen homeoapparently inan Romulus.e effort to burn the house down. 'Most of the °tenuity is heavilyintesamed, t and only a few awhile "They shouted, `Get out of here,Diggers, or well or alblack melibber- blow the house up next timer saidMrs. Allen. hoods eat. This is sveryopen cassnunitr "We were shocked. We didn'teven know we were Pasta said hi isn't esre whetherUs mesa the first blaps to move in here." wooing the shaft et WU* membets. \ Neither of the youths involved in theWedaselay lit GROUP returned Monday and Tuesday night incident were wares sheett hur.ing bottles-afirthonbruithe___night, Alleus reesedreom homeon Westvale, in the he did wit he acted en asettpuise southwestern section of the city, , *arm non had bm likey failed to seriously damage the Allenbonie. ell week, sad 1 esserg AT 7:10 p.m. Wednesday,just aft. the Aliens Medina for my end family; he returned home with their fourchildren from ample have feet boys,aged Ito& Halloween "trick-ortreating,°a bottle thrown "Wei going to eta here,mo liner what Imp from a movingpickup truck hit thehouse. pets, lid Tea enterable hem! likethe When the pickup made anotherpass at 7:30 p in.. house, said 1 think it wouldbe a pod Owe let ay 26.yearold David-Allenwas waiting with a 12 kids to grow up. gauge shotgun. "i just hops whoever is responsiblefor this her. He fired at someone twainbeer bottles at the moment is stopped. This is 1979, thiskind of Wes house from the back of thmoving ttuck. The isn't supposed to happen anymore:" shotgun pelle k a 17yearold youth inthe back. The youris hospiudized in stable condition in Wayne County General Hospital.

. ALLEN WAS arrested but releasedyesterday afternoon while the Wayne County.sheriff's depart meat and prosecutor's orricedecide whether he should be charged in theshooting. "There arc somevery extenuatingircum stances to consider,"said Weedy ichard Fenton. "The Aliens have been the pet 01 31 ,, O BESTCOPY Student Material'29 The Wishingtorr Post. April 21, 1980 Four Black WomenWounded Held hi Chattanooga; . CHATTANOOGA, TOM" April 20 we Will to the conscience ofChattaNt- with leg Rounds. rolls* said the other (AP)Four black women leaving a nooga." women, Viola S. Ellison, 64, and Opal tavern were wounded by shotgun The three arrested men avere all Lee Jackson, 46. were treated for pel- blasts from a passing car, and a black charged with four counts of assault let wounds in the legs and buttaCks leader today praised police for the with intent to commit murder. All and released. quick action that led to the arrests of were in the city jall today in lieu of Jackson, in a hospital interview. three 4 members. 840,000 bond awaiting a Monday arr. said, "We were walking out .att*turn- George Key, Chattanooga chapter alignment. ing the corner 'and that's when the president of the NAACP, said he had The three were identlftectby police shots were fired.. I didn't..Imhw what calls Saturday night after the shoot- as Bill Church, 23, who calls himself to do. By the time °we had lot wand ings from people urging retaliaitln. imperial wizard of the the comer, we Mere shot." ; Pe, 28, He said, however, thathersas;c..11.1 Key and threeof his chapter's mem- and MarshallThrasitLarry,SOallfrom bers had met peadefully March 21. in ing those calls because the NAACP Chattanooga. A policesource said the NAACP 'office, with Church and believed in Working through the pp. Payne and Thrash ere members of three of his group's members to dis. tern. Church's group. Ms common economic :goals. The "If justices is not carried out. ret The women were struck by at least .0oups appeared together mere assured that we vylll take t ?hate% t e two shotgun blasts as they left a tav- recently onon a television 401k show, steps are legally necessary;aid Kc ern in a predominantly black section who had met last month with at least of the city, police said. Authorities did Key said race relattpns in, . fide one of the arrested members. not Immediately establish a moti Poutheast. llnnessee city of 170,006 "The NAACP believes in the Ameri- Two of. the victims, Kathry0. have improved steadily since 'four can system. We believeit can work. Johnson, 48, and Lela Mae es, 68, nights of rioting In May brought We ere the conscience of America and were hospitalized in fair condition National Ouardamen and acurfew.

Valley News (Cal ) Nov 5, 1979 Cro burning mystifies, riles N. Hollywood target ----etreaLopasestsom with City News Service. His rdirector of- the -Pacific _ neighbors also were upset. he outhwest -,A.ntiLpefamation A North Hollywood attorney said. League of Mut B'rith, said at- . said he was rattled and mad tacks on homes usually are not "I'm mad. This is America. I - Sunday because someone don't stand still for this type of the work of ati organized group. burned three wooden crosses on He expressed doubt the van- the lawn of his home and left an thing." Merdler said dalism was the work of the anti-Semitic note on his front porch. "I have been trained to support the law and to do things for "It has been our experience The three crosses, standing the system. This is one thing I when there is vandalism at a abreast on Joseph Merdler's home such as the placement front lawn, were . covered with .don't believe in. A man's race or reli n is his business, and ev- of eswastika or a cross burning paper and set afire sometime be- ery.y should judge himfor if it is just an individual home, tween 1 and 6:30 a.m. Sunday. A himself and pot anything else.". then we are satisfied it is not the note that read, "Go Jew." and he said. work of an organized group," he was signed, was found said Merdler: who is Jewish, said lytng underneath an ice pick on "Where you see organization- the front porch. he has been a general practice, attorney for the last eight years. al activity, it will be a whole Merdler's wife, who discov- But he said he was at a loss to neighborhood that will be ered the burned crosses, said explain why his home, in a cul- leafleted or vandalized and not they ranged in height from 21/2 de-sac in a racially mixed neigh- just an individual home," feet to 6 feet. Authorities said boyhood, wduld be targeted by a Schechter said. there were no injuries or proper- group such as the .4 Investigation of the incident ty damage front .the incident. will be handled by the Los An- "The whole tangly is rattled," geles Police Department's crimi- Merdler said in an interview But Harvey Schechter. re- nal conspiracy section. 32 4 The New York Times, Dee. 14,1980 BEST COPY TM linked States Attorney's race has Vandals Harass Black Families in California County.asked the Federal Sim of !media- ti= to look into the faddists. believe IIPOIMOTIONINYMMINE community near here called Tam Bills. Cam, Dec. 13 It is dark Firefigliters aired the blue be- and peaceful in this PadD331.. 2 foreit ,, montly vats neighborhood in western t _WC ter recd..-- a loner Contra Cats Candy, 30 milesnortheast 4-7 L 3T 11/ 5k --311151:J .klc ) ic 11 `fit ofSan Frauds= home 77. c 7;117 7'. imovecne 7171 11:7-71;, mounted in this bluocellar comm 77 c-73;.:1117;(7111.7.77-77-74-77`.which h a s e t t r a c t s i d a n h t e r e s s i ng num- 1=17111,1= ber o f b e a d : f a m i l i e s because of its epeen space and relatively &Mailable In last vendable fire Rainey of 'Contra Costa IL. r:j t' said ,there was "nothing at this

time to indicate activity.de " And local Theares was manly populated until spokesmen adamantlynied thatWorld War II whoa waters Contra Costa members' woo involved. Countfe dew* Wit7511 The sheriff's office haressed patrolstransports wla trabeloadeorIIV afar black residents changed that the powaken, mew inn the Sol& the lice were indifferent. The County Boardwar, thumb= remaintd. of Supervison Ms authorised speeding Is die IsstAlseade, lied% up to $10,000 as rewards far informationand Latinos Moved into thesosa."1= leading to convictleas in the incidents. IWO to MS, the mon noel Nimes midl- The attributes the trottrAwo a si=esdpereimar at lima in Petiole gang last month in which a from a porcine to 1.11 per- old youth was beat= tmconedousmit, kik= Pablo from 2.0 to 7.4 Oaten by aki 13-yearclithladt youth Mon neigh-and in Toga Hills and Mordalven Maw boring aptedominendy blackfrom .3 percent to 2 penis. south of here. to Ida Berk, coin director of sersices, tbe are of a general pattern." I

33 CIA?

ens The New York Times. Jan. 12.1981 BESTCOPY Col sterd wife F* d Ref e Fro WestVir - , ,.. " ", ltf:P kt vt ', frelifid. 91IMBILS9 to ?,''F-, i.'"ieg",' 4"-,,....., ,:f fa temseensemenre ;-'I is,' ,4'.:, ' CAMBIUMS, 1 11 4Ssem i,V, 1 2. hawked teas him einV , s.,,V "11;.' . stc-s 4.;. to rued West Viradda, ' S. aid his tater 4(1; ' ' as nowwea Of ,Valitd tsar ...... :_, 1,,lt$:: ? . ,'.:-1 The 4 F. Ste fele andiaddes k e with thsir .k:1...... ,.....,4- :,., ea maks after .a. ire,tits 41t e a -a ...C2--a....a e, .7,,, .. , , =Visa% it 486, eriti tow to film deys Mitt MO 7404,,.._"_ . after a "poled d eastimme limil deal they be to mem Cher here wham XL Cony, st one Mentotitet minister, ipniftese MO Way here Hemenillisinttoi - "We've base al sultans sad abeam _Mb Y. able tO thiterteMacrd ate home mum leleetris lard stool. twhat led Mime B. had of the sed he said, 'We he the Cashews d wmt anted: I was tarekiestehm." ?idd a aalialethat made ths araget hem *Wadi* ewe to move ea Csaystmenned Dm altar de Bast Weida Nov. 14. Bea " On shm BMW 11111r.Cony silk unaw411

111,1M-1 to tram rta declass the no. throaseats stiesd the couple wbote edlai I tali 1 was order a *MIAS *DPW tttarattai 011 arta bear eat %lir ft*RI IWO& at that thatof Moho IL head Milaeleo Oa a ventbAta enate Mims look Conydsauadthe litifilakinle ladlititel OW Mrs. tate. "We mill thou politioal." that, blame kap Ittlit=olti --welowelavad. the Calmsw :4°Ccgr. maimaway traintha ,"Bishop ,- TWINS, Otago said today. wire are main anew 6. man fa thwen ma Sandy." re IMMO ok 11 Lama Threat Nur or, Sly sdd tmWbp, _ 35. Ws beat wry dratatiguata taw led ad the sad mow al " lir. DX eery aibi tkallasalWe 11$: litibilk tor sht, Om an mat, avrirlicaterseet au trar.flay seed *Wart ifs erioart elanatgatits=1=keg irefire awoke*. rip." amilvialmara ea ' ' "). .1t

'32 Birth of the Klan Liston Plan B Birth of illKu Klux Klan

OBJECTIEi 4.Giveall students a copy of Background Information Students will be able to present information about the sections A, B and C up to, but not including, Terrorist Activ- origins and early activities of the Ku Klux Klan. ities. Students will be-able to contrast what the Klan prac- 5.Askstudents to read these materials prior to the next ticed with what it preached. class period. Students will be able to state in their own words the benefits that Reconstruction offered both blacks and poor CLASSROOM PROCEDURE whites and its potential for building a more just society. 1.Explainthat the hearings were designed to investigate Students will be able to identify those who benefitted Klan violence in order to learn more about what the Klan from the Klan and those against whose interests the Klan did and why. worked. 2.Havehearing officers sit infront of the class, receiving TIME REQUIRED testimony from witnesses. Witnesses can appear in any order, but it is suggested that John B. gordon, the One homework assignment and one class ceriod. Klan leader, appear last,.after class has learned of Klan,ac- MATERIALS NEEDED tivities from otherwitnesses.. ts Copies for each student of Background Information sec- 3.Initiatea class discussion of the testimony. Questions tions A, B and C up to, but not including, Terrorist Activ- be asked might include: ities (pp. 10-12). a. What 'targets does the testimony sOggest the Klan Copies of testimonies (pp. 33-37) selected by teacher for chose for attack? (Black voters, blacks who were farzking each student who will present testimony and for hearing of- successfully, teachers and the schools to which blacks ficers. were flocking to learn to read and write, blacks meeting to discuss politics and other concerns, whites and blacks who TEACHER PREPARATION socialized.) Teacher should be familiar with sections A, B, C and D of b. WRy would the Klan seek to terrorize intimidate Background Information as well as all testimony. Teacher these people? Who was threatened by industrious black should decide which of the testimony to use given time re- farmers, blacks who could read and write, blacks who at- straints of class, being sure to include that of John B. Gor- tended political meetings, bilicks who voted? Who was threaned by whites working with blacks to build democ- don (p. 37). 4 racy and a better life for all? STUDENT PREPARATION N c. How does the Klan's statement of purpose and tes- Students will read Backgr4und Information and selected timony by the Klan leader cdntrast with the rest of the testimony prior to the daiskussion. testimony? d. What were some of the ways people responded.to the ASSIGNMENT PROCEDURE Klan's actitvities? How would students feel had they been 1. Tell class that the next period will be used to re-enact some of the people whose testimony was presented? How congressional hearings held in the 1870's to investigate Ku would they have reacted? .- Klux Klan violence. (All testimony is based on information 4.Tell.students that such hearings helped bring about presented at actual congressional hearings or on writings the passage of the Ku Klux Klan Act of 1871, which imposed of people at that time. Some of it has been "modernized" and heavy penalties on those "who shall conspire together, or go abbreviated to save time. in disguise. . .for the purpose. . of depriving any per- 2.Ask jor,,,or, select,students to testify and others to serve sons of the equal protection of the laws, or of equal privi- as hearing officers. Give these students a copy of the testi- leges or immunities unr the law."Tellthem the in areas mony they will present or the questions they will ask. where officials strongly a orced the law, Klan violence de- 3. If General O.O. Howard's testimony is to be used, ask clined. Ask them why y think groups working against the student who will present it to becdme familiar with the Klan violence today beli ve it is crucial that local, state and gist of the material, be prepared to outline the scope of vio-. federal officials strongly enforce existing laws in the face of lence mentioned, and select a few sections to read. rising Klan violence. .

37 a Birth of the Klan 33

Testimonies

A Testimony by Charlotte Fowler, Spartanburg

. South Carolina, July 6, 1871*

'Congressional Officer: I believe all the witnesses ing. The men made Sophia light &stick in the fire so tliei have been sworn in. I now call on Mrs. Charlotte Fowler. could hold it up and see better. The man who shot my hus- Step up. When was your husband, Wa Ire Fowler, band had a black mask with horns on it. He took the light- $ killed? ,ed stick and held it. over my old man. The other man came over and dropped a Chip of fire on my husband, and Charlotte Fowler: It was the first of May. burnt his chest right through the shirt. . C.O.: Tell us'what happened. C.O.: Was he died then? C.F.: I was sick, very sick4n bed with a fever, all day C.F.: No. He WE A shot through the head, and every Wednesday and Thursday. My husband came home time he breathed, his .brains would come out. But he Thursday night from the field and lie cooked for ine and didn't die until the next day, in the afternoon. - for ourgrandaughter Sophia, who was staying with us. At ter he wentIo bed I heard the dogs barking, then people C.O.: Did the old man, your husband, belong to any bangieg on the door. party?. C.O.: Who was it? C.F.: Yes, sir. The Radical Republicans, ever since they started the voting for adored people. My husband C.F.: Well, my husbandiopened the door andthey shot worked for that pafty. . him, with the little girl standing right there. I justpsaw two of them, but I heard more riding away. Adapted from the full transcript is found intlierbert Aptheker, C.O.: What happened then? ed., A Documentary History of the Negro People in the United States C.F.: I was screaming and my, grandaughter was cry- (New York,: Citadel Press, 1984), Vol. II, pp. 574.876.

-1-

38 r

0 34 Birth of the Klan

<, Testimony by General C.O. Howard, Head of the Freedmen's Bureau*

From the numerous cases of murder and outrage perpe- were similarly closed out; at the latter place the school edi- trated upon Negroes and those who befriended them during fice was burned to the ground. . the days of reconstruction, which were reported to my offic- Mrs. Baldwin, the teacher at Bowling Green, Icy., wasa ers ...it is now clear that the main object from first to last Christian lady of agreeable manners and unusual culture, was somehow to regain and maintain over the negro that as- but not one of the 27 loyal families of the place dared incur cendancy which slavery gave, and which was being lost by the odium of giving her a home. The Regulators had made emancipation, education and suffrage. themselves felt; men, professing to be gentlemen, insulted The opposition to negro education made itself felt every- her upon the streets. Vile books and pictures were sent'to where in a combination not to allow the freedmen anyroom hgr by mail; and, as a last resort, shewas threatened with or building in which a school might be taught. In 1865,1866 assassination if she was found in the city at the expiration of °. and 1867 mobs of the baser classes at intervals and in all five days. Many other schools had to be maintained under parts of the South occasionally bifrned school buildings and military guard; fivehoot buildings in Kentucky, were churches used as schools, flogged teachers or drove them burned about that time. .. . . away and in a number of instances murdered them. . .. It became evident. . .that in the early summer °of 1868, OUr work of establishing schools went steadily on. Early the former irregular and local hostility "to fiverhnen's in 1868, however, was the first appearance in my Bureau schools had taken on a new strength. It involved in its school reports of an offensive secret organization. It was meshes Unionists and well-to-do industrious negroes, as from Charlestown, W.Va. Our workers received a note from well as teachers and scholars. Further examples will illus- the "Ku-Klux Klan.;' Not a white family there after that trate the procedure: On May 16th, L.S. Frost, a white could be found willing to board the excellent lady teachers. teacher in Tennessee, was taken at nightfrom his room by a At-Frostburg a male teacher was threatened with violence, mob of disguised young men and carried to a field nearby, the Klan having sent him notes, ordering him to depart. . menchoking and beating him all the way; they were flour: Loyal West Virginians, however, tool by him and he did ishing their pistols over his head and threatening to kill not, go. In Maryland, also, one'acher was warned and him instantly if he did not cease resisting. They'made him cp,..*: forced to leave. The Klan sied their rough document promise to leave town the next morning. They then black- which was placed in his hand,'Ku-Klux Klan." The face of ened his face and portions of his body with a compbsition 4. the envelope was covered with scrawls; among these were spirits of turpentine, lampblack and tar,Dand released himicP's the words: "Death! Death!" By a similar method a teacher at About a dozen persons were enjhged in the outrage, som 4 Hawkinsville, Ga. to colored man), was dealt with by men- whom were recognized by Mr. ...1rost. ace and afterwards seriously wounded. The Georgia super- John Dunlap, a teacher educated in Ohio, was in Jilly, intendent wrote that for the last three months, April, May, 1868, in charge of a colored school at Shelbyville, TenrOnf and June, 1868, there had been more bitterness exhibited Independence Day, about:ten o'clock at night, a body of Itim. toward all men engaged in the work of education than ever .Klux, some fifty strong, masked, armed with pistols .gild* before; and there were few but had received threats, both bearing an emblem resembling the bleeding heart of a rnapat,.: anonymous and open. Several freedmen had abandoned were paraded in front of his house. When he presentedhim- their fields from fear. self, they gave him commands which he resisted. They fir`. The cry from. Alabama was even more alarming. . through his window, made him surrender his pistol, causa schoolhouses were burned, and those left standing were in him toanount, and escorted him to the public square: Theis danger; teachers were hated and maltreated, two being they seized and secured a prominent colored mon, fames driven from their work.. . . Franklin.. Proceeding with the regularity otsoldiera, Leap- But Louisiana exceeded 1Alabeima's violencel; Miss Jon: tain commanding, they marched their victims across -the dan's school at Gretna was entered by'ruffians; the walls of Duck River, where, dismounting, with something like a . her room were covered with obscene pictures and language, leathern thong or strap they first flogged Franklin, e§ch and threats against the teacher posted; she was insulted on man giving him five blows. After that, taking Dunlap to the ferrw and in the streets, and even annoyed in such a another place, with the same parade, they performed the0 small way as to be required to pay twice as much ferriage as same operation, badly lacerating his body. After directing the teachers in the white schools. In Markville, the Ku-Klux him to leave the city the next day, they released him. Dun- Klan made more open demonstrations, but always by night. lap riot at once complying with their demand, they served They posted their documents around the town, so terrifying upon him a formal notice, sent in.the form of an unstamped the colored people that they.did not dare leave their homes letter through the post office, ordering him to leave by July after dark. The night schools had to be closed. At Mary and 15th, or he would be burned to death. Dunlap thereupon Sabine parish; at Cherryville and Rapides parish; at Wash- went to Nashville and remained two months. Then he came. ington and Opelousas; at St. Landry parish, and elsewhere back. He was- visited again after'his return, but was now in a similar way by visitations and threats the schools were prepared with a guard. While the (ti-Klux were hallooing shut up and the teachers driven off. that they "wanted Dunlap and fried meat" and were ap- In Texas, both at Georgetown and Circleville, the schools proaching his residence, the guard fired upon them. The

nand retreated and did not appear in Shelbyville again. . . *Adapted from the text of General Howard's autobiography as The outcropping of cruelties in portions of Louisiana. quoted by Harvey Wish, ed.. Reconstruction in the South (New showed by the persons who were chosen as victims that the York: Farrar, Straus & Giroux, 1965), pp. 172-179. effort of the secret organization was particularly political,:- 39 I "' .""z -,4,1-#.1..-

Birth of the Klan

On July 28, 1868, William Cooper, a white Unioriilt, came to our agent in the parish of Franklin. He was severely wounded, having been shot in his own house near Girard tr' Station; a freedman named Prince was killed in the same parish, and all the teachers were so terrified by such demonstrations as to step teaching. ... At many points in Louisiana Were these 'bands of despe- rados formed in secret organization, styling themselves the Ku-Klux Klan." They shot and hung colored men. Their life- less bodies were found, but the secrets were so well-kept that no guilty parties could be discovered. In some places negroes were taken out and whipped (as a iu:by night) and there was no clew to the perpetrators. EvUnited States Above, the burning of a freediatroples schoo by a white mob agents dared not hold a public meeting ithat regiona in Memphis in 1886. Under slavery, it was against the law to gathering at night of negroes at any place would be re- educate black slaves. During Reconstruction, white suprem- garded with suspicion by the whites and result in outrage acists used violence and terror to try to prevent blacksfrom and suffering to the blacks.... getting an education. The latter part of the year 1888, before the election of General Grant for his first term, these murderous secret societies reached their greatest activity. Even the country gers there were getting too smart." hamlets in the neighborhood of Chattanooga, which city al- North Carolina, that had made such geed progress in, ev- ways after the war abounded in Union men and late Union ,,ery way under our systematic work, began in someof its soldiers, were boldly visited by this strange horde. They counties to be infested during the latter half of 1869. "There came upon one commodious schoolhouse in the country and was for a time a suspension of schools in a number of dis- .burned it to the ground; but the persistent teacher, a colored tricts." Our inspector wrote that it was "owing to the influ- youth, though threatened by the Ku-Klux Klan with vio- ence of certain lawless bands." Teachersbecame frightened, lence and death if he did not yield to their commands, made and, under the threats of violence printed on placards and himself a brush arbor and there continued his school to the put upon doors and fence posts, it was deemed best toobis, end of the term. Before the November election (the freed- the dread-inspiring foes that, many or few, were magnified men's first national suffrage) the Ku-Klux, armed and by excited imaginations into multitudes. The marauders masked as usual, at night paraded the streets of several cit- went in bands, always masked, usually in small squads, ies, and filled the freedmen with terror. Similar detach- each squad having from five to ten in number.. . . ments boldly roamed over large districts of country outside South C R line showed some eruptions of the same na- of the cities.. .. ture as la December 24, 1869. A gentleman of good After the election, for a time, the excessive wrath abat- standing w 'lding a large school structure at Newberry, ed.. ..The two months of 1868 that followed the Presiden- S.C., for the education of the children of the freed people. He tial election and the first six in the next year, 1869, were was visited by armed men and driven from the hotel where quite free from the Ku-Klux raids. he was boarding, and a young lady teacher at the same During the last half of 1869, however, there was a quick- place, sent by the Methodists from Vermont, was subjected ening cf the secret pulse....From Kentucky, a teacher to the meanest sort of insults and persecutions. who had a remarkably good school about ten miles from Bowl - Georgia, too, in this time of comparative quiet, furnished ing Green wrote: "The Ku Klux Klan came one night and some instances of the action of the secretbands. In 'about told me if I did not break up my school they would kill me." half of the State "Ku-Klux Kiang," armed, dismised, roam- The teacher obeyed. He reported .that the white people said ing through country districts, committed their atrocious that this action by the Ku-Klux was ...because "the nig- outrages... .

4 0 a

36 Birth of the Klan

Testimony by William/ Colemap, Testimony by Hannah Tutson, ;. Macon, Mississippi, Jacksonville, Florida, November 6, 1871* November 10, 1871* Congressional Officer: How long have you lived in Congressional Officer: You are the wife of Samuel Tut- Macon? son. Were you at home when he was whipped last spring? William Coleman: I came here about the la:4 of Aptil. Hannah Tutson: I was. Five men-pushed the dopr in. C.O.: Where did you come from? George McRae and Cabell Winn were first to take hold of me. Winn said to the others, "Come in, True-Klux." I... W.C.: I came from Winston County. screamed and they choked me and grabbedmy littlest child C.O.: What occasioned your coming here? by the foot, they pulled him away fromme and threw him against the wall. Then lots of them draggedme outside. I W.C.: I got run by the Ku-Klux. saw they had more men pulling my husband and stomping C.O.: Give the particulars to the committee. on him. W.C.: Well, I don't know anything that I had saidor done C.O.: What did the True-Klux do? that injured any one, further than being a radical in that H.T.: They hit my head with their pistols, tiedme to a part of the land, and as for interrupting any one, I didn't, for tree, pulled up all my clothes and said, "God damnyou. We I had plenty of-skikawn of anything I wanted for myself. I will show you. You are living on another man's land." I said, had done bought my land and paid for it, and I had a great "No. I gave $150 for this land and the Captain toldme to deal of hogs; I had eighteen head of hogs to kill this fall. I stay here." had twelve head of sheep, and one giiod milk-cow, and a year- ling, iaid the cow had a right yocring calf again, and I had C.O.: What did they say? my mule and my filly, and all of it was paid for but my H.T.: They cursed me and beat me. Then they wentaway mule. . . . except McRae, who stayed and treated me terribly; he C.O.: Did any of the Ku-Klux come to your house? called, "Come here, True-Klux." Then fivemen came back and beat me some more. But I still wanted tosave our land. W.C.: They did. C.O.: Did you know those men? C.O.: In the night-time? H.T.: I've been working in Winn's mother's house for W.C.: They came about a half hour or more before day. three years: Even though they all painted their faces and O . . they were shooting and ping on at me through the hands so they wouldn't be recognized, I know Winn's voice house, and when they busted the door open, coming in shoot- and I know lots of those menfolks. I recognized moat of them. ing,I was frightened. . . . I grabbed my ax-handle and commenced fighting. and then they just took and cut me C.O.: Did you find your children? with knives. They surrounded me on the floor and toremy H.T.: Well, when they finished whippingme and went shirt off. They got me out on the floor; some had me by the away I was bleeding from my neck to my feet. The house was legs and some by the arms and the neck. . . .They took me broken tip and I couldn't see my husband or children. I took 9Llt to the big road before my gite and whipped me until I a dress but it hurt too much to put it on, so I carried it and couldn't move or holler or do nothing. . . . They left me walked 12 miles before sunrise to show Mr. Ashley how they there for dead and what it was done for was because I was a whipped me. He told me to find my children andgo out of radical, and I didn't deny my profession anywhere and I nev- town. Then I went back and at noon I found my children hid- er will. I never will vote that conservative ticket if I die. ing. The baby they hurt was crying. C.O,: Did they tell you they whipped you because you C.O.: What happened to the baby and toyour husban were a radical? H.T.: The baby's hip hurt and it screamed whenever it W.C.: They told me. "God damn you. whenyou meet a tried to stand up. I found my husband later, whippedworse white man in t he road lift your hat: I'll learn you. God damn than me. He could not sit or walk. you, that you are a nigger. and not to he going about like you thought yourself a white man, you calls yourself likea C.O.: How long had you been livingon that land you white man. God damn you bought? C.O.: Were you working on your own land'? H.T.: This would have been the third crop, sir, almost three years. They had been 'after us for a long, time, telling W.C.: Yes. sir: that I bought and paid $473 for. us to get out. Then they came and whipped us out.

'Adaptd from Ow lull transcript ns found in Harvey Wish. ed., Re 'Adapted from the full transcript as found in Herbert Aptheker, cuirstrur film rn thr Smith New York Farrar. Straus & Giroux, ed., A Documentary History of the Negro People in the United States 19651, pp Ifi3 lfifi (New York: Citadel Press, 1964), Vol. II, pp. 579-585.

41 Birth of the Klan 37

Testimony by John 13, Gordon, Georgia KlanLeader, 1871*

Preface by. the Congressional Officer: In 1868, the Ku Klux Klan adopted a formal statement of (*erecter and purpose. It said that the Klan is an institution of Chivalry, Humanity, Mercy and Patriotism; embodying in its genius and its pwincipies all that is chivalric in conduct, noble in 88111m , generousin and patriotic in purpose." its objects were said to be 4 "to protect the weak, the innocent, and the defenceless, from the indignities, wrongs, and outrages of the lawless, the violent, and the brutal"; to relieve and assist the injured, oppressed, suffering and unfortunate, especially, widows and orphans of Confederate soldiers; and to support the United States Consti- tution and constitutional laws. All Klansmen were sworn to rrx secrecy. Congressional Officer: What do you know of any com- Linations in Georgia, known as Ku-Klux, or by any other name, who have been violating thelaw? John B. Gordon: I do not know anything about anyKu-. Klux organization.. ..I have never heard of anything of that sort except in the papers ...but I do know that an organization did exist in Georgia at one time in 1868... . 'I was approached and asked to attach myself to a secret organization .. .by some of the very best citizens of the ! Statesome of the most peaceable, law-abiding men, menof large property, who had large interests in theState.... fhb.. 00. row C.O.: Tell us about what that organization was. IMO. .444. . J.B.G.: The organization was simply . . abrotherhood CURNIT MUMS of the property-holders, the peaceable, law-abidingcitizens This engraving is from a photograph of three KlansmenIn of the State, for self-protection. The instinct ofself-protec- Mississippi who were caught after they attempted to tion prompted that organization; the sense ofinsecurity and murder a family. danger, particularly in those neighborhoods wherethe neve* population largely predominated. The reasons whichled to this organization were three or four.The first and main J.B.G.: None on earthnot a particle. On the contrary, it reason was the organizationof the Union League lestab- was purely a peace police organization,and I do know of lished by the Republican party to organizeblack voters) some instances where it did preventbloodshed on a large which we knew nothing more than this: that the negroes scale.... would desert the plantations, and go off at night inlarge C.O.: You had no riding about at nights? numbers; and on being asked where they had been,would reply, sometimes, "We hriii been to the muster";sometimes, J.B.G.: None on earth. I have no doubt that such things "We have been to the lodge"; sometimes, "Wehave been to have occurred in Georgia....There is not a good man in .. Georgia who does not deplore that thing just as much as any the meeting." . ..We knew that thb "carpet-baggers," . these men came from a distance and had no interest atall radical deplores it. When I use the term "radical," I do not but in with us....We knew of certain instances where great mean to reflect upon the republican party generally; crime had been committed; whereoverseersbad been driven our State a republican is a very different sort of a manfrom from plantations, and the negroes had assertedtheir right a republican generally in the NorthernStates. In our State to hold the property for their ownbenefit. Apprehension republicanism means nothing iwthe world but creating dis- took possession of the entire public mind of theState. Alen turbance, riot, and animosity, and filching and plu.ndering. were in many instances afraid to go awayfrom their homes That is what it means in our Statenothing else....I do and leave their wives and children, for fear of outrage... . not believe that any crime has ever been committed by [the There was this general organization of theblack race on the Klan)....I believe it was purely a peace policea law- one hand and an entiredisorganization of the white race on abiding concern. That was its whole object, and it never the other hand. We were afraid to have apublic organiza- would have existed but fortheapprehension in the minds of tion; because we supposed it would beconstrued at once, by our people of a conflict in which we wouldhave had no sym- the authorities at Washington, as anorgariization antago pathy and no protection. We apprehended that the sym- nistic to the Government of the UnitedStates. pathy of the entire Government would be against us; and the State nothing in the world but the instinct of self-protection C.Q.: Did it have any antagonism toward either prompted that organization. We felt that we must at any or the Federal Government? cost protect ourselves, our homes, ouratlifives and children °Excerpted from testimony found in Richard N. Current, ad., Re- from outrage. We would have preferred death rather than construction 118645-18771 (Englewood Cliffs, N. J.: Prentice-Rah, to have submitted to what we supposed was coming upon Inc.. 1988), pp. 98-102. us.... 42 0

38 The Death of Reconstruction Lesson Plan C The Death of ,Reconstruction

OBJECTIVES as "the Compromise of 1877." Who were the people,on- Students will be able to discuss the politicaldevelop- each side whocompromised?Whose rights were com- meitkin the 1870's that provided thecontext for Klan vio- promised away? ,lenfid led to the destruction ofReconstruction. L Have students refresh theirmemories about the com- Students will be able to compare thereestablishment of promises over slavery at the Constitutional Conventionin white supremacy in the South, formalizedin the "Compro- 1787, the Missouri Compromise of 1820, and the mise of 1877," with other examples of Compro- compromise between mise of 1850 by checking the index of their U.S. historytext segments of white society at the expense of blacks. and reading what the text 'states about the issuesinvolved. Divide the class into fourths and assign eachgroup to read TIME REQUIRED about one of the compromises, having the fourth read One homework assignment and what one class period. the text says about 1877. Ask students within eachgroup to tel a chins about the central issues involved. MATERIALS NEEDED ble questions for discussion include: A copy for each student of excerpt fromFreedom Road t parallels can you see between the Compromise on the meeting between Ulysses S. Grant and 'GideonJack- of 18 7 and the three earlier compromises? son, How Gideon Jackson Went to See a Tired Man (pp. b. Who consistently lost out in eachof these "compro- 39-41). mises"? United States history textbooks for referenceto the c. Do your textbooks mention anyone's rights being _ Constitutional Cothilromise of 1787, the Missouri Corn- compromised away or only that "the people" gained? promise of 1820, the-Compromise of 1850 and theCom- 3. Tell students that in response to the Compromise promise f 1877. of 20, John Quincy Adams Wrote in his diarythat the conflict over adinission of Missourias a slave state was a "mere TEACHER PREPARATION . preamblea title pap to a great, tragic volume."Questions Teacher should be familiar with the selection from.Free- to ask students include: dom Road (pp. 39-41), section D of the Background Infor- . a. What do you think he meant? mation, Death of Reconstruction (p. 13), and the major b. How did the Civil War, abolition of slaveiy,Recon- issues "resolved" by the compromises of,,I787, 1820, 1860 struction and the Compromise of 1877 contributeto that and 1877. "tragic volume"? c. How did the outcome of the test of democracy in the STUDENT PREPARATION 1880's and 1870's affect events in the 1960'sand 1970's? Students will read the selection from Freedom Road prior to the class discussion. OPTIONAL FOLLOW-UP ACTIVITY ASSKINMENT PROCEDURE Have students read Freedom Road by Howard Fast(avail- Distribute copies of the Freedom Road selection and able in paperback from Bantam Books). The book isan ex- ask students to read it before the next class. Tell them the cellent historical novel that presentsthrough the fiction- selection is from a novel dealing with the Reconstructionpe- alized lives of blacks and whitesthe promise ofRecon- riod and that it offers historical information about events struction and the role of the Klan in destroying that subsequent to the congressional hearings discussed. in the promise. (Single examination copiesare available from previous class. the School and College Dept., Bantam Boolto, 666Fifth Ave., New York, N Y 10103 for $1.) CLASSROOM PROCEDURE In class discussion, have studentscompare the life of peo- 1. Initiate a class discussion based on the Freedom Road plo:---black and poor whiteat the beginning of thebook selection. Some suggested questions and topics include: with their lives at Carwell. How had the people andtheir a. What did Gideon Jackson mean when he said Recon- lives changed? Whatwere some of the causes of those struction was essentially a test for democracy? What were changes? How did students' perceptions about aiidfeelings some of the benefits he claimed Reconstruction brought toward the characters change? blacks and poor whites? Of particular value to emphasize in discussion would be: b. What role did Jackson see the Klan playing? In what a. The historical summary of the period before the ways did the testimony presented at the congressional South Carolina Convention (pp. 65-67 of the Bantam edi- hearings support his view? tion). c.Political friends of President-elect Hayes are quoted b. The after-dinner diqussion about organizing the as saying that he will adopt a policy that "will give the Klan (pp. 86-88). -people of the States of South Carolina and Louisiana the c. The talk between al eon Jackson, freed slave, ind right to control their own affairs in their own way." What Abner Lait, poor white (pp. 109-115). does that statement really mean? Which people would get d. Anderson Clay's statement about blacks andpoor control of their own affairs? What was their "own way" of whites wanting to build while the Klan wantedto destroy controlling them? Who would lose control of their affairs? and organized to do so (p. 194). d. The deal that gave the election to Hayes and led to e. Klan attacks (pp. 137-141, pp. 184-190, p. 201, all of the withdrawal of federal troops is sometimes referred to Chapter Ten). 43 I The Death of Reconstruction 39

How Gideon Jackson Went to Sacs tired Man 1/, (An Excerpt from a Novel about the Reconstruction Period) The year is 1877. Gideon Jackson, a U.S. Representative from done, this is your country and you love it as few men I know South Carolina and an ex- slave, is at the White House waiting to do. You lovq,it in a way that I understand, in a manner that see President Ulysses S. Grant. Grant, hero of the Civil War, is is beyond the conception of the cheating, lying, small men in the last days of his eight-year presidency. While apparently who have done their best to wreck it. Do you remember Ev- an honest man himaelf,. Grant's administration has been In- erett Hale's story, The Man Without a Country? Do you re- creasingly rocked by scandals of graft and corruption. member how Philip Nolan came to love and understandihis native land?" Gideon took out his watch and looked at it It was twenty Grant smiled rueflilly. "Are you going to preach me a ser- minutes to three, and he had been waiting since two o'clock. mon, Gideon?" .Actually, he had very little fo say here and now, and what he said, he was sure, would not be to too much effect. "NoI'm going to talk to you about this land. I'mgoingto Outside, on this bleak February day, it was snowing, Wash- talk because it's the last chance I'll have to talk to a presi- ington snow, large wet flakes that folded against the win- dent of the United States. I've tried for two weeks to see dow penes and then dissolved ingIobs of cold moisture you" "I was busy, Gideon." that wriggled down the glass. Gideon relaxed into the leath- a er chair and folded his hands in his lap. At this moment, he "You were busy, Mr. President," Gideon said. "That is all, felt, he would like to sleep, a long, long sleep such as he had you were busy. God help us, we have so many pat phrases, not known for many monthsjust to sleep and be free of busy, occupied, a thousand things to do. Why aren't our ene- thinking for a time, and then to wake up, fresh and eager. mies busy?.Why?" "I've heard all that," Grant said coldly. But how eager could a man be at forty-five?... He must have been sleeping. The secretary, standing in "And you don't want to hear it again. At this time, you'd front of him, said: like me to go. Well, perhaps I can put it differently. Leaving "The president will see you now, Mr. Jackson." aside what the newspapers have said and what the histories Gideon rose, blinked his eyes, and followed the secretary will say of the eight years during which yqu were president, to the office. Grant was sitting behind his desk, hunched, what is the truth?" tired, red-eyed, a man defeated and lost and regarding the "Say was used!" Grant growled. long, empty years before him without hope and withOut . 4I won't say that. My God, Mr. President, this iswell it's pleasure. He nodded and said: ou country; let's use the schoolboy phrases, nothing else "Sit down,- Gideon," and then 4,1d his secretary, "I don't v.,'I do now. This is our native land. We fought for this. We want to be interrupted." ed for this, what men died at Gettysburg for. We don't ex- "If Senator Gordon" ist aparefrom it, or from each other. It is all bound together, "Tell him to go to hell! I won't talk to him, do you under- making one. What is a country?" Gideon hesitated, then stand? I don't want to be interrupted!" The door closed be- went on, "What is the United States of America? Is it a hind the secretary. The president said to Gideon, "Do you dream, an idefig, a piece of paper called the Constitution, a want a cigar? NoI forgot, you don't smoke. You don't mind coalition? Promoters? Grafters? Robber barons? Is it 'Mor- if I do'?" He bit off the end of his cigar, struck a match, puffed gan or Jay Gould or Senator Gordon? Or is it a man standing . long and deeply. Gideon watched him, but the president out in the street and looking at, the White House?" Now Gid- avoided his look. Age had come suddenly and ruthlessly on eon spoke more haltingly, Is it the Episcopal. Church or Ulysses Simpson Grant; his eyes were sunken, his beard the Congregational Church? Is it a prayer or a fool's fancy or streaked with gray. Even his smoking was in short, jagged, fifty million men? Is it Congress? All the years I sat in Con- nervous motions. When he spoke, he barked at Gideon: gress I thought of that, tching small men or great men, "I know what you're going to say." listening to fools like Peterson and heroes like Sumner. Or "Then why did you let me come here and say it?" Gideon is it you and me, and bound into us, and inseparable from asked gently. usbecause what we are is America, what we have, what "Why?" Grant looked at him with sudden bewilderment, we've done, what we have dreamed!" and Gideon felt a complete and understanding pity for this Grant's cigar had gone out. Clenched between his stubby beaten, helpless man, this man who was 'understood by so fingers, it made a focus for his eyes. Slowly, automatically, few, loved by so few, used by so many, hated by so many, he shook his head. "I'm through, Gideon." despised by so many, this man wholly fate and circumstance "You're president." had been elevated to a remote and hopeless glory. "For a few more days" "Why come here?" Grant said dully. "For long enough to hit them!" "Because you are still president of these United States," (bent said wearily, "But I don't know, Gideon. I'm tired. Gideon answe"ed carefully. "Because you are my friend and I'm finished. I want to go home and rest. I've been dragged-. I am yours" through sewers. I want to go home jind forget." "So I have friends?" "You won't forget," Gideon said. "And because," Gideon went on, "when all is said and "Maybe. I'm no Solomon; I'm no God of judgment. I didn't ask for this. I won battles because I wasn't afraid to pay the

_ - price. Did that make me a president? pia that fit me to play Reprinted from Freedom Road by Howard Fast. their dirty, rotten game of politics?" Copyright t. 1969 by Howard Fast. "There are still battles," Gideon said. By permission of Crywn Publishers, Inc., "When you don't know the enemy? When you don't know 44 40 The Death of Reconstruction

who fights on your own aide?" essentially a test for democracy, a test of whether freed "And when Hayes slides into that chair where you're sit- Negroes and freed whitesfor the poor white was as much a ting, his legs knee-deep in blood, will you rest easyr" slave before the war as the ble.clicould live and work and - "God damn it, Gideon, where are your facts?. Hayes is a build together. I say that test was taken and proven, that de- Republican; so am I; so are you. He was legally elected presi- mocracy worked in the south - iith all its faultsb its blun- dent. I am sick of the calamity howlers. Life will go on; so ders, its boasting extravagances, it fools and loud-mouths will this country " with all that, (t worked! For the first amain the history of "All right," Gideon said, and rose. this nation, black men ancl-wkite men together built a de- "Are you going?" mocracy in the south. You have the proof, the schools, the "Yed." farina, the just courts, a whole literate, eager generation. "What were you going to say?" But this was not dole easily and never ens completely;the "Why bother? It won't matter." planters organized their army, white-shirt ed SCUM by the "God damn you, say it!" Grant growled. "Say it and get it thousands. They haven't given up. u ,Mr. Presi- done!" dent, said that only the presence Union troupe in the "Do you want to hear it?" th preserves order. I tell you,S = day Rutherfbrd S. "Stop being a prima donna and say it." take, office, those troops will withdrawnfind the "All right," Gideon nodded. "There was a deal." will *kw. In one form or another, it will strike eveiy- "Where is your proof?" where, and there will be terror such as this..kind never "I have the proof, Sir," Gideon said quietly. "Will you knew, murder and destruction and burning and iootIng,ion - listen to me ford while?" tit, every vestige of that democracy we built is destroyel. Wee.;..; "I've been list.ing." Grant lit his cigar. Gideon sat down will be put back a hundred years, and for generations to again. The clock on Grant's desk showed a quarter of four. come men will suffer and die" "I'll start a while back," Gideon began. Outside, it still Grant's voice came wearily, as from a great dish. snowed, fat, lazy white flakes that melted on the window "Even if I accepted what ybu say, Gideon, and I don't`a& panes. It was growing dark in the president's office. The sin- cept it, what is the alternative? To keep troops,, in the gle lamp on his desk threw a circle of yellow light, and as the south forever?" darkness increased his face becamItmore Wed, more indis- "Not forever. But for ten years more--to give us a chance tinguishable. The smoke from his cigar drifted into the to bring to manhood a whole new generation, black men and light, twisting, turning, running up the chimney of the white -men who have learned to work together, to stand to- lamp. gether..Then no force on earth will take away from us what "You remember the South Carolina Convention?" Gid- we have built." b. eon said. "That was nine years ago.") "I don't accept that, Gideon. I don't accept your accusation "I remember." of Hayes. I don't accept your fa:KAI' notion of the power of "In a way of speaking, that began the reconstruction. I the Klan. This is 1877." served on the Convention. Two years later, I served a term "You wanted proof," Gideon said. "I have the proof." He in the State Senate, and five years ago I came to Congress. took some papers out of his pocket, spre em on the desk In the light of that, I think I can speak with some knowledge in the lamplight. "Here are the statistics of on. The of what happened.,The word reconstruction, which they use popular vote for Tilden is 4,300,000, and Hayes' popular for all that happened in the south since 1868, is too pat. It is voter4,086,000. That is the first lie; I say that half a mil- meaningless. It was not essentially a problem of reconstruc- lion Negroes and whites in the south who voted the Republi- tion, not even a problem of readmission of the rebel states can ticket had their votes destroyed, mounted, tampered into the Union. All this I have said in the House; I have said with. No, I can't prove that; I'll prove other things later. Ao; it over and over, these five years past. I unsaying it now, I, tually, it does not matter; these two men, Tilden and Hayes, suppose, for the recordfor I think that this is the last time are both corrupt, sad commentaries on what our presidency for while to come that a Negro representative of his` has sunk to. They are Tweedledum and Tweedledee, Cut out Peot it in the office of the president of the United of the same cloth." stet "So far," Grant said, f"you are making groundless accuse- GI . knocked the ashes off his cigar; now his face was/ tions,, I won't listen to much more of that, Gideon." lost in the shadow. "You said you would listen. I'll give you proof, first let me "What is reconstruction? What has it been? What hasle establish my facts. Even our Congress, which fears democ- meant? Why has it been destroyed? I ask you because you're racy and the people more than anything on earth, will let the only man in the country who can bring it back to life me establish my facts when I rise to speak. Ill be quick with and- doing so save this country untold suffering and.misery it. My boy, whom I haven't seen for a long while, is coming in the future." in on the five-sixteen train brim New York; I assure you I'll "Go on, Gideon," Grant said. be through before then." 'Reconstruction was the beginning of the new and the The room was quite dark now outside of the cia of yel- death of the old. The plantation slave system, a feudal low light. "Go on," Grant said. thing, abhorrent to the nature of this country, only a few "We come to the electoral votes, 184 for Tilden, the Demo- years ago set out to rule and conquer this nation. It had to be crat, for Hayes, the Republican 166 undisputed votes. With destroyed or it would destroy democracy. It was destroyed, one mere vote, Tilden could be president', but Hayes claimed and in the course of that destructy people were freed. South Carolina, Louisiana and Florida, enough to give him Do you want me to go on?" 'the 185 that would make him president. And Hayes was "Go on," Grant said. rightthose votes belonged to him; as I said, they were tam- "Very well. Out of that terrible war came reconstruction pered with, destroyed. What was the situation? A Democrat: .45 is House, a Republican Senate, one to give the election to "Because I haven't the originai, because while I am pre- . Tilden, the other to Hayes, and the whole country scream- pared to swear on a stack of Bibles that this is the 'truth, I ing of the second Civil War, of a southern march on Wash- cannot bring evidence; I cannot set theword of a poor old col- ington. Mr. President, did you believe that? Did you believe °rest servant against that of the president elect of the United there was a difference between these two corrupt men?" States. If I were to stand up in the House and say to them Grant said, "God damn you, Gideont I've listened to what I just said to you, ten of our cultured Bourbon members enough!" would be screaming that this damned, insolent, lying nigger "I come to the preof now, Mr. President. Let me give you be lynched." the proof, and then I'll go. I think we are both through. As "Why should I believe your you said, you have only a few days to be president, and I "Because the whole future of this country is at stake. Pe- have not too much time either." cause when we fought our revolution,when we fought our ."Go on," Grant muttered. civil war, we were moving down a proud and shining.road, "Yesevidently our southern Democrats k7.new that, the what my people call a hallelujah road. We were moving With two men were of a stripe. They threw Tilden aside; he would all the good men who lived behind tip, andwe had our fines be too much trouble; they had risked a civil war once and turned' to God. Do you hear me, Mr. --\.-ident?.Now we're they had failed; they were not prepared to rift it again. going to leave that road; from here on, we turn our face for They made their deal with Hayes. He could have South Car- dar .For how long,-Mr. President? How many shall olina, Florida, Louisianaand to make the deal certain, have toe before we can call this a government of the peo- Oregon, too. Inieturn, he would give them 'a very small and ple, byem and f r them?" inconsequential thing, control of South Carolina and Louisi- "It's a t as as that" Grant began. ana, and withdrawal of Union troops from the south. Such a "But it is!" Small matter to stand between a man anel,the presidency, Grant s up, lifting himself from his chair with both between the Republican party, Lincoln's party and, power! hainds, leaning over into the lamplight, staring at Gideon, Here is the proof, a record made by two of Mr. Hayes' and then pushing away frgom the table and striding angrily friends, Stanley Matthews and Charles Foster. It gives the -across the room. gist of certain talks they had with.Senator John B. Gordon "That's all?" Gideon asked. of Georgia and the Kentucky Congreasman, Mr. J. Young "What can I do?" Grant demanded, whirling on him. "Even Brown. This is an exact copy, made and brought to me by a if your insane, fairy-tale of a story were true, what in colored servant of Mr. Foster; I will [swear to that: 111 read it: God's name could I do?" * "'Referring to the conversation we had with you yester. "Everything. You re still president. Give this to the peo- day in which Governor Hayes' policy as to the status of car. ple. Hold a press conference tomorrow; there are papers twin southern states was discussed, we desire to say that we with guts enough to print this. Let Hayes prove the accusa- can assure you in the strongest possible manner of our great tion false. Throw this whole rotten thing open and let the desiep to have him adopt such a policy as will give the people people look at it. They'll know what t i do. We're not a bad of the States of South Carolina and Louisiana the right to people; here in America; we're not an ignorant people. control their own affairs in their own way, subject oily to We've moved the world before; we've dorke bad things, but the Constitution of the United States and the laws made in we've done more good things. Go before Congress and de- persuance thereof, and tce say furthers that from an aequain mend the truth" . tance with and knowledge of Governor Hayes and hie views, Grant shook his head. "Gideont" / we have the most complete confidence that such will be the "Are you afraid?" Gi4gon cried. "What have you\to lose? LI tip policy of his administration.' a Those who remember the days when you led them to victory, "There it is, Mr. President." they'll support you. And the others" Gideon's voice trailed A long silence thew, and finally Grant asked tonelessly, away. "Why don't you bring it before the House?" 1 Pie gathered up the papers and put them in his pocket. 'All right. I'll go now." 'tibia document may be found in Williams' Life ofRutherfard B. After Gideon had left, long after, Grant sat at his dealt, Hayes, Vol. I, p. 533. face sunk in his hands, staring at the closed door.

46 1. 0"

42 The Beginnings of White Supremacy ./ The of White Supreinacy

-OBJECTIVES &Distribute copies of The Roots of White Supremacy. Students will be able to state in theirown words the Ask students to read it. Possible discussion topics include: meaning of white Supremacy. a. Why did belief in, and theories about, white supre- Students will be able to citesome of the factors that led macy develop? Whose interests did it serve? . to the development of 'Whitesupremacy. b, What was the role of economic gain in the development of white supremacy? TIME REQUIRED c. What were relations like between white and black One class period. workers before slavery became entrenched? Whatwere some of their commOn interests and concerns? MATERIALS NEEDED d. Why did those Who benefitted from slavery haveto . Copy for each student of The Roots of White Supre- actively keep white people and black people from tnteracts k..,macy (p. 46). ins? Who was harmed by the impetration and in what ways? TEACHER PREPARATION e. In what ways are the Klan's activities today similar Teachershould read and be familiar with the discussionI to the "private vigilante associations and racial purists _ of White Supremacy: Seeds of the Bitter Harvest (pp. 43- who whipped the douhtfill into line" mentioned ib The 45). Roots of White Supremacy? ..;t$ CLASSROOM PROCEDURE 1. Write the word "supreme"on the chalkboard and OPTIONAL FOLLOW-UP ACTIVITY develop the following definition with student": Encourage students to further exploreany of the issues # SUPREME: highest in rank and authority; holding or ex- mentioned above through wporte andpapers. In addition to ercizing power that cannot be exceededor overruled. Lerone Bennett, Jr.'s Coni9lbntation: Black and White (Pen- 2. Write the *Ord "supremacy" the chalkboard and guin Books, 1965), the following sources contain additional the following definition withstudents:- . information on the development of the concept of whitesu- Jut S SUPREMACY: the quality or state of beingsupreme; premacy: supreme authority or power; the position of being accept- Lerone Bennett, Jr., Before the Mayflower: A History of ed or established as superior to all others insome field or Black America (Chicago: Johnson. Publishing Co., 1989); activity. George M. Fredrickson, White Supremacy: A Comparaa 3. Once the definition of "supremacy" hasbeen devel- live Study in American and South African History (New oped, ask students what is meant brwhitesupremacy. The York: Oxford University Press, J981). A detailed and infor- discussion should bring out that whitesupremacy involves mative account of the similarities and differences in the both white control of .authority andpower as well as an development of white supremacy in South Africa and the ideology justifying that control b# claiming whitesare su- United States; perior to all others. Winthrop D. Jordan, White Over Black: American Atti- 4. Tell students that in 1868rospective members of the tudes Toward the Negro, 1550-1812 (Baltimore: Penguin Klan had to satisfactorily answer ten questions before being Books, 1968). See particularly the chapter "Unthinking De- allowed to join the group. One of the questions asked wheth- cisien: Enslavement of Negroes in America to 1700,"pp. 44- er they opposed black equality (social and political)and fa- 98 (most of this chapter is reprinted in The Underside of vored a white-run government.* Ask students to recall why American History cited betdw); the Klan evolved in the Reconstructionera. Ask students to C. Eric Lincoln, The Negro Pilgrimage in America (New recall 'what interests were threatened by 'Reconstruction York: Bantam Books, 1969). See "Origins" and "Early Bond- and what targets the Klan attacked. age," pp. 1-13; and 5. Ask students if they think belief in whitesupremacy Wilcomb E. Washburn, "The Moral andLegal Justifica- has always existed. Haw and why do they think it might tions for Dispossessing the Indians," in The Undersideof have started? American History: Other Readings, Vol. 1, ed. Thomas R. Frazier (New York: Harcourt Brace Jovanovich, 1971),pp. W.*Allen 'Release, White Terror: The Ku Klux Ktan Conspiracy 11-28. Contains a discussion of early Christian justification and Southern Reconstruction (New YOrk: Harper & Row, 1971). for colonization.

47 Teacher Material The Beginnings of White Supremacy 43 White Supremacy: Seeds of the Bitter Harvest a

White supremacy involves the control of political and eco- In this period, little or no distinction was made between inden- nomic power and authority by whites. The term also refers tured servants and Negro slaves and servants. What little preju- to the system of belief that claims the right of whites to this dice there was stemmed mostly from English class prejudice. control because, according to this belief, whites are inher- White servants and Negro servants were assigned the same ently superior to all other peoples. tasks and many masters held them in equal contempt. It was not unusual in those days for a master to force a white woman ser- White supremacy got its start long ago, as Europeans be- vant to marry a Negro; nor was it unusual for Negro servants to came familiar with people in Asia, Africa and the Americas. serve as overseers over Negro and white work forces. Of parti- At first perhaps the Europeans thought that their cultures, cular interest in this conteict of developing community is the fact religion, values and traditions were better than those of oth- that whites and Negroes of the working class made common cause ers. Such thinking is not uncommon, since those things with against the master class. They often ran away together; and, in which we are most familiar often seem better than things several conuhunities, they staged interracial revolts. that are strange and unfamiliar. This type of belief is known Working together in the same field, sharing the same huts, the as ethnocentrism. same situation, and the same hope, the first Negro and white While differences of color and customs between Euro- Americans, aristocrats excepted, developed strong bonds of sympathy and mutuality. There was no barrier, psychological or oth- peans and the peoples of Africa, Asia and the Americas con- erwise, between them; and circles of community and solidarity tributed to an overall sense of "difference," there was in- began to widen. Skin color had a meaning then but not the mean- itially no systematic thinking about racial superiority. (In ing it has now. The basic division was between servants and free fact, differences of religion rather than color were.the pri- people; and there were whites and Negroes on both sides of the mary focus during early years of European colonization; col- line.2 onizers often justified their actions by claiming that "pa- Evidence shows that within 20 years, by 1640, some mas- _gans" had no right to their lands or even their lives.1) The ters were beginning to claim the right to hold black servants concept of racial superiority needed time to develop. More impOtant, it needed a reason to develop; it had to serve a for life, instead of just for a period of indenture. The condition of slavery was then to become hereditarypassed on Inirioose from mother to children. As the enslavement of Africans In 1619 a Dutch ship brought a group of captured Africans developed, indentured servitude among Europeans de- to the English colony of Virginia. For the first few years, clined. black people were treated like the majority of whites who Slavery developed because it was of economic benefit tq were indentured servantsrequired to provide a period of the planters: forced labor produced greit wealth for those work to a master as payment for passage to America before who controlled the labor of numerous slaves. The economies being eligible for freedom. Indentured servitude provided of many of the Southern colonies were based on the produc- the labor needed to e wealth from colonies which had tion of limited agricultural crop raised for cash sale, such been established by co ercial interests. as tobacco and, later, cotton. Those who owned the land and Some blacks enjoyed social privileges about equal to those the crop wanted to make as much money as they could. More enjoyed ty freed white servants and generally had the same wealth could be made with a cheap, permanent and mobile industrial and economic opportunities. What racial preju- slave labor population than with a work force consisting of dice existed was individual, not organized and sustained by people working only for a set period of time and with rights the will and power' of the entire community. Historian that planters had to respect. Lerone Bennett, Jr., tells us that: While there is evidence of the enslavement of some Afri- The bulk of the population at that time Consisted of indentured cans by 1640 in Virginia and Maryland, it was not until servants who were remarkably free from racial prejudice. Whites and'Negroes worked in the same fields, lived in the same huts 1660 that slave codes were enacted by colonial legislatures and fraternized during off -duty hours. And, predictably, they controlled by men of property. These codes made the en- mated and married. There was widespread intermingling be- slavement of black people a legal, government-recognized tween Negroes and whites throughout the Colonial period.. . system. By 1700, large numbers of African people were being kidnapped and brought to the colonies as slaves. From' 'Reflecting the attitudes of the period, Pope.,Nicheyui V told Portu- then until 1865, slavery was an integral part of the econom- gal's king in 1455 that he had the right to eVia the persons and ic, social and political fabric of U.S. society. seize the lands and property of "all pagans whatsoever, and all oth- As the economic system of slavery developed, so too did er enemies of Christ wheresoever placed." Similarly, Queen Eliza- belief and theory that justified enslaving and dehumanizing beth I told Walter Raleigh he had the right to "discover, search, find out, and view such remote, heathen and barbarous lands, countries, a group of human beings and their descendants for life. and territories, not actually possessed of any Christian Prince, nor Slavery had existed in many other societies throughout his- inhabited by Christian people" and had the right to "have, bold, oc- tory; but slavery as it developed in the United States was es- cupy, and enjoy" those lands. For some 200 years; European coloniz- pecially dehumanizing and oppressive. Slaves in the U.S. ers utilized this justification. For further discussion see "The Moral were denied such basic human rights as marriage and fami- and Legal Justifications for Dispossessing the Indians" by Wilcomb ly. They had. no legal rights nor protection from whatever E. Washburn in Seventeenth-Century America: Essays in Colonial their masters might choose to do. They were considered less History, edited by James Morton Smith (Chapel Hill, N.C.:'The than human and classified as property (chattel), no different University of North Carolina Press, 1959), pp. 16-32. Also see The from farm animals. Over time, black people held in slavery Invasion of America: Indians, Colonialism, and the Cant of Con- quest by Francis Jennings (Chapel Hill: University of North Caroli- 1Lerone Bennett, Jr., Confrontation. Black and White (Baltimore: na Press, 1975 pp. 3-7. Penguin Books, 1965), p. 16. °"..:41--..',''':.?..?-jtrAf.:Ti'17-`.,:::;,.;,..)./.4,`.;;M;Z:

44 The Begin a of White Supremacy Teacher"Material

: Mfr

.117. oilts 4,drar YEAR White supremacy invokes the subjugation of eopleof color for the benefit of whites: The ideology of white supremacy Was developed to justifythe exploitation of people of color.

became totally dehumanized in the eyes of white society. themselves, sufficient. Human beingsblack and white The belief system justifying slavery had its roots in the continued to interact. They laughed and cried together, 1600's, although it was much more fully developed later, talked over problems and hopes, frustrations and fears, when the system of slavery was under strong attack. cared for one another, showedconcern and love for one In the early 1600's, the English colonists referred to them- another. In all this, they.gave the lie to the developingdoc- selves as "Christians," distinguishing themselves fromnon- trine of fundamental racial differences. Again, LeroneBen- Christian Indians and Africans. Initially, the enslavement nett, Jr., discusses what occurred: of Africans in the English colonies was justified more be- .4 cause they were "heathen" than because they were black.. Beginning afound 1680, the planter class drafted and passed laws that made Negroes servants for life. Citing differences in religion as a justification declinedas . ..Hinting made one Africans became converted to Christianity. Moreover, this step, the white 'power structure had to take another;more ominous step. . .. Int requires rigid training, long persisted in, to raised the question of whether Christians could rightfully make a slave or a slaveholder. .. enslave other Christians. Biblical support was readily pro- The Negro and white working class of the 1660's, the bulkof vided by preachers whose,livelihood depended on the slave- the population,-had not been prepared for the roles outlined in the holders, and the dilemma was solved by increased emphasis new script of statutes. It was necessary, therefore, to teach Ne- on racial differences. groesand whites that they .should not and could not dealwith Over the following decades, as the practice of slavery each other on the basis of reciprocity and einoticrn4nd relation. spread, the significance of race as an explanation for slavery And this, remarkably enough, proved exceedingly difficult. grey. By the mid-1600's, the term "Christian" had begun to The forced breaking of the bond can be traced withprecision in the emotionally-toned areas of love and .. give way to the terms "English" and "free" to differentiate sex. .Fearing deteri- oration of slavery if the boundaries between white and blackpeo- whites from Africaiiii and Indians. After 1680, once slavery ple were dissolved in the caldron of sexual intimacy, theplanter had become codified into law, a new term came to be used class mobilized every unit ofpower for an assault on interming- more frequently to describe those Who were Christian, En- ling. Legislatures began to grind out laws ofevery imaginable glish and free"white." Over time, there developed a the- description. Virginia legislated against intermingling in1662, ory which claimed that blacks were inherently inferior and 1691, 1696, 1705, 1753, 1765. Therewere similar legislative par- less than humanand thus it was acceptable to enslave oxysms in other states. Maryland passed anti-amalgamation them. In fact, the theory was ultimately to claim that slav- laws in 1664, 1681, 1715, 1717. The sentiment of thearistocratic lawmakers leaped, out from the d6 statutes in wordslike "spur- ery was a benefit to Africans. ious issue," "disgrace of the nation," "defiling." However, legally enslaving black people and promoting ' Private vigilante associations and racial purists whippedthe belief in black inferiority and white superioritywere not, by dodbtful into line. Behind the purists and the goodgrey lawmak- 49 .

Teacher Material The Beginnings of White Supremacy 45

era stood... parsonswho blessed the rupture in community White stipremacytmth in terms of control of power and with words from the, Holy Bible. But, astoundingly, nothing wealth and in terms,of the belief in the superiority of whites worked. Against the law as revealed by the parson and the legis- over people of other raceswas born inthis period, 'though lator, intermarriage and intermingling continued in America for it had been conceived long before and was to expand much more then one hundred years. tPeoplel would saylater that there more powerffilly in the Mure. Although white supremacy was a natural antipathy between Negroes and whites that no law was directly related to thedevelopment of slavery, it has could mitigate. But the record belies them, Negroes and whites long outlived the practice of slavery. White supremacy con- were taught hate and fear. They were driven apart by symbols, sermons, and signed papers. Every .instrument of persuasion tinues today in terms of white control ef authority and law, religion, prison, banishmentwas used to destroy the devel- wealth. 1t continues as well in the beliefs used tojustifY that ® oping bonds of community between Negro and white Americans: control and justify the advantiges the system provides for Who was responsible for this policy? 4 whites, particularlthose whites who reap most from the The planters, the aristocrats, the parsons, the lawyers, the bitter hary d a recent Klan activities demonstrate Founding Fathersthe good people: they sowed the seeds of the (p. 24), i ntinues in the form of "private vigilante associa. bitter harvest.3 tions racial purists" who flmetion to whip the 4.; 4 doubt!I in line, to attack those blacks and whites who chal- 3lbid., pp. 22-23. lengee structure and belief system ofwhite supremacy.

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50 r . 0

11° 46 The Bejinnings of White Supremacy / Student Material The RoOtir of White Supiemacy Tv- In 1619, a ship appeared at Jamestown, Virgibia.Twenty ; Africans, recently captured from The Negro and white working class of the 1660's,the bulk of a Spanish vessel, were on the population, had not been prepared for the rolesoutlined in' boards The captain offered to exchange the Africansfor the new script of statutes. It wasnecessary, therefore, to teach needed 'food. Historian Lerone Bennett, Jr., tellsus what Negroes and whites that thei should not and couldnot deal with hapiraned: each other on the heals of reciprocity and emotion and relation... The twenty black seeds ofJamestownwere farmed out tovari- And this, rernarkaply enough, proved exceedingly difficult ous officials of the colony .. as servants and not elms.. . The forced breaking of the bondcan be traced withPrecision iii The first black iiiinttgrants were not slaves;nor were the first the emotionally-toned areas it love andsex. ... Mho planter white immigrants five. Most of the English colonists,in the be- class mobilised every unit of power kran assault on Womb'. ginning, were indentured servants:that is, theyweie soldor they Sling. Legislatures began to grind dut laws of every itnaginaby sold themielves to the colony onto individual planters fora stipu- description. Virginia legislated against interminglingin MI, lated number 2f years (fiveor seven or more) to pay the price of 1891, INK 1705, 1789, 1785. Therewere simile, legislative par- their passage Ito America , oxysms hi other states.' Maryland passed anti-amalgamation In Virginia and tither colonies, the first blackimmigrants fell laws in 1684, 1681, 1718, 1717.. into a well-established solo -economic pattern that cartelno im- Private vigilante associations and racialpurists whipped` re plications of racial inferiority. During this transitional period of doubthal into line. Behind the puristaandpe goodgrey lawmak- 40 years or more .. the first Negro immigrants mingled with ers stood .. parsons who blessed the rupture in community whites on a basis of substantialequality... By1849, there with words from the Holy Bible. But, astoundingly,nothing wife three hundred black folk in a population of about fifteen, worked. Against tie law as revealed by theparson and the legis- thousand.... Negro freedmen seem to have had the same in- lator, intermarriage and intermingling continued in Americafor dustrial and economic opportunities as white servants.... more than one hundred years. (People) would say later that there Whites and NegrOes worked in the same fields, lived in thesame was a natural antipathy between Negroes and whites that nolaw huts and fraternised during off-duty hours. And,predictably, could mitigate. But the record belies them. Negroes and whites they mated and married. There was widespread intermingling were taught hate and fear. They were driven apart by symbols, between Negroes and whites throughout theColonial period... sermons, and signed papers. Every instrument of persuasion In this period, little or no distinctionwas made between [white] law, religion, prison, banishmentwas 'usedto destroy the indentured servants and Negro slaves and servants.What little developing bonds of community between Negro and whiteAmer- prejudice there was stemmed mostly from Englishclass preju- icans. dice. White servants and Negroservants were assigned the same . Who was responsible for this policy? tasks and many masters held them in equalcontempt It was not The planters, the aristocrats, theparsons, the lawyers, the o unusual in those days for a master to forcea white woman ser- Founding Fathers --the good people: they sowed the seeds of the vant to marry a Negro; nor was It unusual fbr Negroservants to bitter harvest. serve as overseers over'Negro and white work, forces. Of particu- White supremacyboth' in terms of control ofpower and lar interest in this conteirof developingcommunity is the fact wealth and in terms of the belief in the superiorityof whites that whites and Negroes of the working classmade common over people of other races --wale bCrn in this period, though cause against the master class. They often radaway together it had been conceived long before and and, in several communities, they staged interracial was to expand much revolts. more powerfully in the future. Although white supremacy Working together in the same field, sharing thesame huts, the same situation, and the same hope, the first Negro and white was directly related to the development of slavery, it hal Americans, aristocrats excepted, developedstrong bonds of sym- long outlived the practice of slavery. Whitesupremacy con- pathy and mutuality. Therewas no barrier, psychologies. or oth- tinues today in terms of white control of authority and erwise, between them; and circles of communityand solidarity ' wealth. It continues as well in the beliefs usedto justify that began to widen. Skin color hada meaning then but not the mean- control and justify the.advantagap the system pro4ides for ing it has now. The basic division was between servants and free. whites, particularly those whites whoreap most from the people; and there were whites atttlegroeson both sides of the line. bitter harvest. And as recent Klan activities clearlydemon- Strata, it continues in the form of "private vigilanteas- . In the crucial period between 1640 and 1660... an increasingly large number of colonists were falling into the habit sociations and racial pUrists" who fUnction to whip the of re- doubtfill into line, to attack those blacks and whites garding incoming Africans as servants for life....'Beginning who around 1660, the planter claim drafted and passed lawsthat made challenger the structure and belief system of whitesuprem- aCy Negroes servants for life.. . . Having made one step, the white power structure had to take another, more ominous, step.... It requires rigid training, long persisted in, to make a slave or a *Excerpted froLerone Bennett, Jr., Confrontation: slaveholder. . . . Black and Witito(Baltimo nguin Books, 1965), pp. 14-23. . 441

51 9

e Lesson Plan E The Klan in the 1620's 47 The Klan in the1920's

OBJECTIVES its peak (3%,,te 5 million) and it was strong throughoutthe is Students will state in their own words some of the fac- country. tors 'that contributed to the Klan's phenomenalgrowth 2. Distribute copies of Background Informationsections the 1920's. and ash students to read materials before next class.Ask' Students will be able to identify some of the groups tar- them to pay special attentiod to the social changesthat took geted by the Klan during its period of greatest membership. place during the period and some of the reactions tothose Students will examine the and-Catholic rhetoric of the changes. Klan in, light of the later assimilation of Catholics into the 0 society. ., CLASSROOM PROCEDURE Students will contrast the decline of theKlan's anti- 1. Initiate a class discussion of the reading assignm ent, Catholicism with the continuation of its anti-black and anti- using the following suggested questiota: . Semitic positions. a. How might you bestdescribe the period' of the 1920's? (A period of rapid social changes.) TIME REQUIRED b. What were some of the social changes taking place One homework assignment andone class period. during this period? (World War I bad just ended, blacks moved North to work, returning black veterans MATERIALS NEEDED pected rights, the Russian Revolution stirred fears A copy for each student of Background Information sec- Communism, workers were organizing into unions, the tions on Rapid Social Changes, Reactions to SocialChange economy Was depressed for afew years, warned were and The Klan Declines (pp. 14-15). struggling /or their rights, hirge-scale inunigrationre- A copy of KKK. Beliefs about Catholics (p. 49). sumed.) Write responses on chalkboard. c. What were some responses tothese social changes? TEACHER PREPARATION (Many welcomed changes that led to improvements in Teacher should be familiar with the content of allthe their lives; others were worried and sought support in -. maintain "Anse* readings. groups like the Klan that promised to canism.") STUDENT PREPARATION d. What were some of the groups the Klan attacked? Student should read Background Information sectionsin (Blacks, Catholics, Jews, immigrants, union organizers, advance of class period. whites who engaged in 'Immoral" activities.) tyre responses on the chalkboard. actit, ASSIGNMENT PROCEDURE 2. Tell the class that because so much of the Klan's 1. Tell studen at during the next period theywill ity in the 1920'sinvolved anti-Catholicism, it isuseffil to study the Klan inhe1920's, when its membership was at analyze some of the 's anti - Catholic statements from

Klan membership coached its Willa in the 19201 when an Aftto 5 million enrolled. Slimes of strength such as the I &knee Day parade in 1924 above were fre- qucnt. 52 .1 48 The Klan 'n the 1920's 4. that period. Use one copy of KKK Beliefs about Catholics, may havecon tributedto the lesiening of Klan attacks on'4, giving it to individual students and askir0 each of themto Catholics? (Most Catholics being attacked in the 1990's read one of the quotes aloud. Discussion quO,stions night in- were white and thus they and their descendants ,could clude: mare easily assimilate into the dominant white, thris- a. What were some of the anti-Catholic accusations tian society over a few generations than could' blacks and t,,, made by the Klan? (That the Catholi'c churchwas at- Jews.)' e tempting to take over the U.S. government andrun it ° .e. While-all the other quotes are from the 1929'0, the from Rome, that Catholics were not Americans, that quote from the young Klansman in Oklahoma (14e,l) is a Catholicism was an "alien dogma," that Catholics tireat- recent quote. What does it suggest about contemporarjr ened to overwhelm native-born white Protestants.), Klan beliefs about Catholics? b. Why do you think the Klan was able to appealto so 3. Mention that the quote from Imperial Wisard Sinunana 14i many white Protestants with statements of this nature? (No. 7) reflected the thinking of the Klan and of;many eat (There was a lot of prejudice end stereotyping about Cath-' vent white scholars and government officials about the olics, who were then a growing minority of the U.S.Topu- dangers of imtnigratidn from Southern and Eastern Ettres, lation; Catholic immigrants arriving from Europe seemed as well as *dm Mexico, Japan, and elsewhere% These.con- alien to native-born white Protestants andwere thus In cents led Congress to adopt immigration restrictions tri easy scapegoat;many native-born white Protestants mid-1920's that penalized all but.Northern European feared that Catholic immigrants would compete with giants. Ask students what immigrantgroups are being at. them for employment.) tacked by the Klan and ethers today.. (People from teat* c. At the time these stateme nts were made, many America, Haiti, Cuba...Yietaam aturotherSoutheast tai white Protestants believed them. What do we know today countries.) e that shows how incorrect tpse anti-Catholic 'claims 4. Develop, with students the idea that beliefsgbout the:( were? (Catholics are now invold in all aspects of U.S. so- inferiority and superiority of variouituropean..nationali-' ciety, Catholic organizations are now involved in political ties have in general disappeared, although thereare still -matters, Catholics are naturally accepted as citizens and tree& of ethnic prejudice and discrimination. Catholics_ Americans there has been a Catholic president, it is ob- descendants of Some European nationalities previously vious that he Catholic church has not "taken over considered "inferior" are now able to join some Mtn factions : trol" of th nited States.) that attack blacks, Jells and immigrants from Aelarliatin.A:', d. At the time the Klan was making these alanderous America and the Caribbean. Ask students what they might, . statements about Catholics, it was making similar state- s say to some of these prospective Klan Members given *ha ments about blacks*, and Jews. Of the three groups, only they have learned about attacks 9n immigrants and CatbQ blacks and Jews art still Klan targets today. What factors olics in the 1920's. . . 44

-.A

5-3 The Klan in the 1920's 49. kkK Beliefs about Catholics

1. Imperial Wizard Evans said, "We shall steadfastly op- 6. A Klan lecturer in Indiana was attacking the pope. pose the political interference of RomanCatholic organiza- Working the crowd into a frenzy, he said: "He may even be tions in political matters in America." (Hoods, p. 42) on the northbound train tomorrow! He may! Hemayt Be warned! Prepare! America is for Americans! Search every- 2. Klan lecturers in Oregon in the 1920's made state- where for hidden enemies, vipers at the heart's blood of our ments such as "the Roman Octopus !the Vatican] has taken sacred Republic! WO&the trains!" The next day, more over, control in the nation's capital" and "this is a white, than a thousand pettPle%Vere gathered when the northbound Protestant and Gentile man's country, and they are going to train arrived. The only passenger who got off was a corset run it." (Hooded Americanism, p..86) salesman whO' was grilled for a half hour before the crowd 3. The Exalted Cyclops of Portland, Oregon, once re- was convinced he was not the pope in disguise.(Hooded marked that "the only way to cure a Catholic is to kill him." Americanism, p. 162) (Hoods, p. 39) 7. Imperial Wizard Simmons said, "What were the 4. "As one American I stand before you to contend that dangers which the white men saw threatening to crush and we have enough real red-bloodedProtekant American citi- overwhelm Anglo-Saxon civilization'? The dangers were in zens to swear with our hand raised to heaventhat we will the tremendous influx of foreign immigration, tutored in float our horses in blood to their bridles before we will see a alien dogmas and alien creeds, flowing in from all climes Roman Catholic sitting in our presidential chair." (Hoods, p. and slowly pushing the native-born white American popula- 39) . tion into the center of the country, there to be ultimately 5. A Klan slogan in Denver, Colorado, was "Catholics, overwhelmed and smothered." (Hooded Americanism, p. you are not Americans." (Hoods, p. 46) 113)

Hoods: The Story of the Ku Klux Klan by Robert P. Ingalls (New 8. "The only people we won't let in are girls, blackp, Jews York: G. P. Putnam's Sons, 1979). or dope-smokers and we might consider Catholics, if the Hooded Americanism: The History of the Ku Klux Klan by David M. time comes." (A sixteen-year-old Klan member in Oklahoma Chalmers (New York: New Viewpoints, 1981). City quoted in The Kansas City Times, January 26, 1978)

54 50 The Civil Rights Era Lesson Plan F The Civil Rights Era

OBJECTIVES 3. Ask student to report U. class on the 1963 demon- Students will be able to identify some of the areas of strations in Birmingham, Alabama, and on Eugene "Bull" social interaction in which legally sanctioned racial segre- .Connor. Discuss the outcome of the demonstrations. (The gation in the United States was overturned during the impact of the mediaespecially televisionon public opin- 1955-1968 Civil Rights era. ion should be noted.) . Students will be able to compare the role the Klan 4. Initiate a class discussion concerning the reactions of played in fighting Reconstruction in the 1860's and in fight- the Klan to the Civil Rights Movement of the 1960's. Sug- ing desegregation in the 1960's. gested questions, based on the Background Information Students will be able to contrast the Klan's white su- readings, include: premacist attitudes and violence with Martin Luther King, a, How were Klan acts in the lf$ 30's similar to those in Jr.'s belief in racial equality and nonviolent resistance. the 1860's? (Violence and terrorism against those in- ex.:* volved in social change promoting racial equality.) TIME REQUIRED b. Compare the -Klan's role in the 1960's to its role in One homework assignment and one class period. the 1860's. (During Reconstruction, the Klan fought kgainst new state governments; in the 1960's, the Klan MATERIALS NEEDED was allied with established, racist state governments. Copies for each student of the excerpt, The Civil During the 1860's, the Klan worked to defeat existing civ- Rights Revolution (p. 51). il rights laws; during the 1960's, the Klan supported ex- Copies for each student of Background Information sec- isting segregation laws. In both cases, local authorities tion G, The Civil Rights Era (pp. 16-17). including the policeoften supported the Klan's actions Copies for each student of the excerpt by Martin Luther and openly opposed change and racial equality.) King, Jr. (p. 52). c. What were the outcomes of the 1860's and 1960's civil rights struggles? (Reconstruction, opposed by the Klan, TEACHER PREPARATION was destroyed by 1877 and legal segregation was gradual- Teaslier should be familar with the Background Informa- ly instituted in the South; in the 1960's local segregation tion section on the Civil Rights era, the excerpt from In- laws, supported by the Klan, were Overturned and federal quiring about Freedom and the Martin Luther King, Jr., ex- legislation to protect civil rights was passed.) cerpt. If possible, it would be desirable for the teacher to b. Ask student to report on Martin Luther King, Jr.'s read additional material by Martin Luther Jr. efforts to achieve racial equality, and his philosophy of nonviolent resistance and peaceful social change. STUDENT PREPARATION 6. Refer to the excerpt by Martin Luther King and dis- Students will read the excerpt, The Civil Rights Revo- cuss King's reaction to the violence instigated by the Klan lution from Inquiring about Freedom, the Background In- following the desegregation agreement in Birmingham. Ask formation section on the Civil Rights Era and theexcerpt students to identify differences between the Klan's philoso- by Dr. King prior to the class discussion. phy and actions and King's philosophy and actions. (White supremacy and violence; racial equality and nonviolent ASSIGNMENT PROCEDURE resistance.) 1. Ask one student to individually research Rosa Parks 7. Discuss the gains of the Civil Rights era with students, and be prepared to report briefly to the class on who she referring to the areas of "legal" segregation identified in the is, what she did, and the story of the Montgomery, Alaba- first procedure and noting that such segregation is no ma, bus boycott of 1956. longer overtly mandated by law in those areas. Tell stu, 2. Ask another student to individually research the 1963 dents that segregation and discrimination nevertheless desegregation struggle in Birmingham, Alabama, and be stillexist in many areas, including housing, employ- prepared to report briefly to the class about it and the tactics ment, health care, education, etc. used by Eugene "Bull" Connor and others to counter it. 3. Ask another student to individually research Martin Luther King, Jr., and be prepared to report briefly to the OPTIONAL FOLLOW-UP ACTIVITIES class on his efforts to achieve equality and his philosophy of 1. Show and discuss the 30-minute film about Martin nonviolent resistance. Luther King, Legacy of a Dream (available from Film Im- ages, 17 W. 60th St., New York, NY 10023). CLASSROOM PROCEDURE 2. Show and discuss the four-part filmstrip program, I. Ask students to identify and list on chalkboard areas of Martin Luther King (available from Media Basics, Larch- life where segregation by race was maintained in this coun- mont Plaza, Larchmont, NY 10538). try by state and local Jim ('row laws at the start of the 3. Play and/or sing and discuss the words to the song We 1950's. (Schools, buses, trains, restaurants, lunch counters, Shall Overcome. restrooms, fitting rooms, drinking fountains, libraries, 4. Ask students to read and report on various aspects of parks, swimming pools, voting, housing.) the Civil Rights struggle described in "Stayed on Freedom," 2. Ask student to report to the class on Rosa Parks and a special issue of Southern Exposure (available from P.O. the 1956 Montgomery bus boycott. Discuss its effects. Box 531, Durham, NC 27702). 55 The Civil Rights Era 51 The Civil Rights Revolution\

May 17, 1954, was an important day in the history of the 1960's, other kinds of protest demonstrations helped focus United States. On that date the Supreme Court ruled that worldwide attention on the problems of black Americans. racial segregation in the public schools was unconstitution- Busloads of black and white civil rights workers made al. The ruling was made in a case known as Brown v. Board "freedom rides" through the South"te protest segregation in ,of Education of Topeka, which had been brought before the bus terminals. Rallies and "freedom marches" were held in Supreme Court by attorneys for the NAACP. By a vote of many communities throughout the country todemand 9-0, the Court reversed its earlier decision in Pkssy v. Fergu- stronger measures against racial discrimination. . . . son. It declared that "separate educationalfacilities are in- One of the most impressive demonstrations in support herently I by their very naturel unequal," and that blacks of civil rights took place in Washington, D.C., in August. were therefore being denied the rightsguaranteed by the 1963. More than 200,000 persons, both black and white, Fourteenth Amendntent. came to Washington from every part of the countryfor a The Court's decision was greeted with mixed feelings. ceremony in front of the Lincoln Memorial.Millions of Many whites in the North and nearly all blacks were'delight- other Americans viewed the "March on Washington" on ed at the news. But most white southerners were shocked television. Among the speakers w'Martin Luther King, and angry. . . .Many people vowed that they would never Jr., who made a strong plea for equality between races. allow their children to attend integrated schools. Winning a victory over violence. The freedom marches In some communities, violence broke out when school offi- and other demonstrations aroused fierce anger among cials tried to carry out the Court's riding. One of the most se- many white southerners. Civil rights workers, bothblack rious of these disturbances took place in Little Rock, Arkan- and white, were often threatened, beaten, or thrown into sas, in the'fall of 1957. When nine blackstudents tried to en- jail for taking part in demonstratiotit. When large protest

. i .in high school, they were threatened by angry mobs of marches were held in Birmingham, Alabama, in 1963, po- whites. The goveriior ordered National Guard troops to keep lice used clubs, police dogs, and powerful streams of water the black students out of the school. Finally President from fire hoses to drive the demonstrators off the streets. Dwight Eisenhower sent United States Army troops to Lit- Some persons even lost their lives in the struggle for tle Rock to make sure that integration was carried out.. . . equal rights. During the 1960's, a number of civil rights New weapons against discrimination. Although some workers were murdered in the South. In most cases, the progress was being made toward ending school segregation, murderers were never brought to justice. Among the vic- black persons in the United States still suffered from other tims of hatred was Martin Luther King, Jr., who was shot kinds of discrimination. Many blacks decided that they and killed by a sniper in Memphis, Tennessee, in 1968. would need to use stronger measures in order to gain all These acts of violence not only failed to halt the prog- their civil rights. ress of the civil rights movement, but they mayhave even speeded u the drive for equality. Many white Amer- In 1955 a group of blacks . . .started a boycott against parts of the country were horrified by the the city bus company in Montgomery, Alabama. IA young icans in a minister named Martin Luther King, Jr., soon emerged as harsh treatment given to the demonstrators land pres- sured the federal government to act I. the leader of the boycott. I In Montgomery, just as in other New laws to correct old injustices. As public opinion be- southern cities, blacks had to ride in the back of the bus and came aroused, Congress passedseveral laws to ensure equal give up their seats to white passengers when ordered to do so rights for black Americans. Among these laws was the-Civil by the driver. For a year, nearly all the blacks in Montgom- in cars instead of tak- Rights Act of 1964. It banned discrimination in all kinds of ery walked to work or shared rides public facilities, such as parks, swimming pools, hotels, and ing buses. The bus company suffered a huge loss of business. restaurants. It also forbade most employers and labor __Then,. in thelall of 1956, the Supreme Court declared that unions to discriminate-against black workers. By- requiring segregation in buses was unconstitutional. At last, blacks election officials to use the same standards for black as for who rode buses in Montgomery and other southern cities white voters, the law helped protect black citizens' right to were free to sit anywhere they pleased. vote. The success of the bus boycott convinced many blacks Other laws against discrimination soon followed. The that direct action methods could help them achieve their Voting Rights Act of 1965 allowed federal officials to regis- civil rights goals. In the early 1960's, "sit-ins" (were held] ter black voters in areas where local election officials dis- in the South. Groups of black college and high school stu- criminated against them. It also specified other ways to dentssometimes joined by sympathetic whiteswould safeguard the voting rights of black citizens. The Civil go to segregated lunch counters and restaurants. They Rights Act of 1968 included re provision that forbade dis- would sit down and refuse to leave until they had been crimination in the sale and rental e; moot houses and apart- served. Often the demonstrators were insulted, shoved, or ments. In the same year, the Supreme Court banned alldis- spat upon, and sometimes they were arrested. But the sit - crimination in housing, basing its decision on a law passed ins continued until lunch counters in most southern cities had been integrated. Similar demonstrations were held to in 1866. protest the segregation of playgrounds, beaches, libraries, Excerpted from Jerry E. Jennings and Margaret Fisher Hertel, In- and churches. quiring about FreedomCivil Rights and Individual Responsibility Traveling down the freedom road. During the early Grand Rapids: The Fideler Co.. 1979). pp. 44.51.

56 52 The Civil Rights Era ti From "Why We Can't Wait" by MartinLuther King, Jr.

The entrenched segregation laws and 'practices in Birming- lies and pistols. They beat numerous innocentNegroes; ham, Alabama, were the target of-major demonstrations for among their acts of chivalry was the clubbing of the dimin- civil rights. Although faced with mass jailings, clubs and cattle utive Anne Walker, yVyatt's wife, as shewas about to enter prods, police dogs and fire hoses, nonvidlent demonstrators led her husband's quarbfirs at the partially bombed-out Gaston by Martin Luther King, Jr., finally forced city authorities tonego- Motel. They further distinguished themselves by beating tiate a desegregation agreement in 1963. The following is King's Wyatt when he was attempting to drive back holm after description of subsequent events. seeing his wife to the hospital. I shall never forget the phone callmy brother placed to me Alter talking all night Wednesday, and practically all day in Atlanta that violent Saturday night. His home had just, and night Thursday, we reached an accord. On Friday, May been destroyed. Several people had been injured at themo- 10 [19631, this agreement was announced [in Birmingham, tel. I listened as hedescribed the erupting tumult and catas- Alabama]. It contained the following pledges: trophe inthe streets of the city. Then, in the background as 1. The desegregation of lunch. counters, restrooms, fit- he talked, I heard a swelling burst of beautifulsong. Feet ting rooms and drinking. fountains, in planned stages dur- planted in the rubble of debris, threatened by criminalvio- ing ninety days after signing. lence and hatred, followers of the movementwere singinfP 2. The upgrading and hiring of Negroes on a nondiscrimi- "We Shall Overcome." I marveled that ina moment of such natory basis throughoia, the industrial community of Bir- tragedy the Negro could still express himself with hope and mingham, to include hiring of Negroes as clerks and sales- with faith. men within sixty days after signing of the agreementand The following evening, a thoroughly aroused President the immediate appointment of a committee of business, in- Kennedy told the nation that the federal government would dustrial and professional leaders to implement an area-wide not allow extremists to sabotage a fair and just pact. He or- program for the acceleration of upgrading and employment dered three thousand federal troops into position near Bir- of Negroes in job categories previously denied to them. mingham .and made preparations 03 federalize the Alabama 3. Official cooperation with the movement's legalrepre- National Guard. This firm action.stopped the trouble- sentatives in working out the release of all jailed personson makers in their tracks. bond or on their personal recognizance. Yel, the segregationist die-hards were to attempt stillonce 4. Through the Senior Citizens Committee or Chamber of more to destroy the peace. On May '20 the headlines an- Commerce, communications between Negro and white to be nounced that more than a thousand students who hadpar- publicly established within two weeks after signing, iri ticipated in the demonstrations had been either suspended order to prevent the necessity of further demonstrations and or expelled by the city's Board of Ed77.,ation. I am convinced protests. that this was another attempt to drive the Negro communi- Our troubles were not over. The announcement thata ty to an unwise and impulsive move. The plpt might have peace pact had been signed in Birmingham was flashed worked; there were some people in our ranks who sincerely across the world by the hundred-odd foreign correspondents felt that, in retaliation, all the students in Birmingham then covering the campaign on the crowdedscene. It was should stay out of school and that demonstrations should be headlined in the nation's press and heralded on network resumed. television. Segregationist forces within the city were con- I was out of the city at the time, but I rushee back to sumed with fury. They vowed reprisals agairiit the white mingham to persuade the leaders that we must not fall into businessmen who had "betrayed" them by capitulating to the trap. We decided to take the issue into the courts and did the cause of Negro equality. On Saturday night, theygave so, through the fPiCe9[01f...N.A.ACYJdosal_Dne_ -their brutal'answer-to-the-pa.Mewing alcu-KIux Van sad educational Pund. OnMay 22, the local federal district meeting on the outskirts of town, the home of my brother, judge upheld the Birmingham Board of Education. But that the ReverendA.D. King,was bombed. That same night a same day, Judge Elbert P. Tuttle, of the Fifth Circuit of Ap- bomb was planted near the Gaston Motel, a bomb so placed peals, not only reversed the decision of the district judge but as to kill or seriously wound anyone who might have been in strengly condemned the Board of Education for its action. In Room 30my room. Evidently t=,would-be assassins did a time when the nation is trying to solve the problem,of not know I was in Atlanta that night. school drop-outs, Judge Tuttle's ruling indicated, it isan act That bombing had been well timed. The bars in theNegro of irresponsibility to drive those youngsters from school in district close at midnight, and the bombs exploded justas retaliation for having engaged in legally permissible action some of Birmingham's Saturday night drinkers came out of to achieve their constitutional rights. The night this ruling the bars. Thousands of Negroes poured into the streets. was handed down, we had a great maps meeting. It was a Wyatt Walker, my brother and others urged them to go jubilant moment, another victory in the titanic struggle. home, but they were not under the discipline of the move- The following day, in an appropriate postscript, the Ala- ment and were in no mood to listen to counsels of peace. bama Supreme Court ruled Eugene "Bull" Connor and his Fighting began. Stones were hurled at the police. Cars avere fellow commissioners out of office, once and for all. wrecked and fires started. Whoever planted the bombs had wanted the Negroes to riot. They wanted the pact upset. Pages 112-116 in Why We Can't Wait by Martin Luther King, Jr. Governor George Wallace's state police and "conservation Copyright 0 1963, 1964 by Martin Luther King, Jr. Reprinted by men" sealed off the Negro area and moved in with their bul- permission of Harper & Row, Publishers, Inc. 57 ".. '..7."4,2'q.1.''

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58 a 54 The &niggle for Racial Equality Lesson Plan G Tha Strugglefor Racial Equality

OBJECTIVES STUDENT PREPARATION Students will be able to define the concept of human Prior to the Class disCussion, students will read,theex- equality in their own words. cerpt by Frederick Douglass. Drawing upon the biographi- Students will be able to contrast the concept of equality cal data that precedes the excerpt andupon any supplemen- with the reality of slavery and discrimination in the United tary reading that has bee 'one, the teacher should identify States. Frederick Douglass and Point out that this speechwas given Studentt will be able to identify significant stages of prior to the CivirWar, when slavery was legal in much of the struggle which has taken placeover the years in the the United States. Students should also read thetext by United States between+ the opposing concepts of racial John Kennedy. Tell stpdenta that both textsuse "man" and equality and white supremacy. similar terms in the generic sense and that the materialre- fers to both viomen and men. TIME REQUIRED One homework assignment and one class period. CLASSROOM PROCEDURE 9 1. Write. on the chalkboard at the start of class the follow- MATERIALS NEEDED ing quotation: "All human beings are bornsfree and equal in A copy for each student of excerpt from the July 4, 1852, dignity and rights. They are endowed with 'lesson andcon- address by Frederick Douglass to the citizens of Rochester, science and should act towards one another ina Spirit of New York (p. 58). brotherhiod." Tell students that this statement ispart of A copy for each student of excerpt from the June 11, the Universal Declaration of Human Rights adopted by the 1983 address by President John F. Kennedy (p. 57). General Assembly of the United Nations in 1948. 2. Initiate a discussion of human equality using such TEACHER PREPARATION questions as: Teacher should be familiar with the assigned excerpts; if a. What is meant by being "free and equal in dignity possible, research further background informationconcern- and rights"? How does this concept contrast with thecon- ing Frederick Douglass. Teacher also should review thepre- cept of white supremacy? vious lesson plans on Reconstruction and the Civil Rights b. What groups have not been "free and equal" in the Era, noting the Jim Crow lawq. Supplementary /reference United States? (Blacks, Native Americans, Latinos, etc.) notes on key dates, constitutional amendments, laws and Point out that there has been a struggle in this country be- court decisions may be useful. Books such as The Negro Pil- tween those advocating n equality and those support- grimage in America, Before the Mayflower and others noted ing white supremacy for over years, and that during the in the bibliography should be helpful.. 1200Yeeis of this struggle (until after the Civil War and

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The struggle for racial ity has been a constant and On-going theme in U.S. history. 4 The photo above was taken in 1937, but discriminationstill many people ofcolor from attaining the "American Dream." 59 The Struggle for Racial Equality 55 the adoption of the 13th Amendmentto the U.S. Constitu- d. The present--the continuing struggle to overcome tion), the struggle was largely focused on the institution of racial discrimination and eliminate racism. slavery. 5. Ask what role the Ku Kinn Klah has played throughout this struggle.. 3. Initiate a discussion of the DouglaLa address. Questions 6. initiate a discussion of President John F. Kennedy's for consideration include: 1963 speech on fulfilling the nation's promise. Questions a. What are the printiples ofpolitical freedom and jus- might include the following: tice embodied in the Declaration of Independence? a. What did President Kennedy saythe 'rights of every b. How did the principles apply to whites and to blacks citizen should be? (To enjoy the privileges of being aU.S. when they were written? At the timeof Douglass' speech? citizen without regard to race or color; to be treated atone, Now? How did they apply to women during the past? would wish to be treated.) Now? b. In what areas did President Kennedy sayblacks face c. Why did Douglass state thatthe 4th of July celebra- discrimination? (Education, employment, health care, pl- tion was a sham for the American slave? ary.) d. In what ways might the followinvuosertion of Doug- c. Compare the Kennedy qui theDouglass speeches. lass be applicable today: "The blessings in which you this What similar points are made in both speeches? Are the day rejoice are not enjoyed in common. The rich inherit- same problems still presenttoday?' Why or why not? ance of justice, liberty, prosperity, andindependepce be- d. What did Kennedy mean when he said, "Now the queathed by your fathers is shared by you, not by tee." time has come for this nation to fulfill its promise"? It is 4. Referring to previous lesson plans concerning Recon- almost 20 years since Kennedy gave this speech; has the struction and the Civil Rights Era, ask students to identify nation fliffilled its promise? Why or why not? successive phases that the struggle for racial equality in the United States has gone through since the abolition of slav- OPTIONAL FOLLOW-UP ACTIVITY Amendment in 1865. (Use chalkboard to Ask students to resintrch and prepare brief reports on ery with the 13th and justice in the struggle make notes.) Phases to be identified: some of the fighurs for freedom 1865-1877Reconstruction efforts to establish polit- for equality in- the United States; individuals to be consid- Tubman, equality. ered might include Cinque, Nat Turner, Harriet b. 1880's to the 1960'sthe institution of Jim Crow Sojourner Truth, William Lloyd Garrison, Frederick Doug- lass, John Brown, Ida B. Wells, W. E. B. Du Bois,Rosa laws and enforced racial separation. and c. 1950's and 1960'sthe overturningof segregation Parks, Martin Luther King, Jr., Fannie Lou Hamer laws and enforced racial separation. Malcolm X.

60 42 ? 58 The Struggle for Racial Equality "What to the SlaveIs the Fourth of July?" by Frederick Douglass 4

Frederick Douglass was one of the greatest leadersin the struggle for equality in the United States. Hewas born a slave in Maryland around 1817. He spent hisboyhood In.Balt- more, where he taught himself to read and write despitehis master's vigorous attempts to prevent It. Heescaped to Massa- chusetts ha 1838 and.becaire one of themost outspoken and effective speakers and writers in the anti-slaverymovement. After the Civil War he continued fighting forsocial and economic equality until his death in 1895. Thefollowing excerpt is from a speech he gave when invitedto address the citizens of Rochester, New Yore, at a Fourth of Julycelebration In 1852.

Fellow Citizens: Pardon me, and allowme to ask why am I called upon to speak here today? What have Ior those I represent to do with your national independence? Are thegreat principles of political freedom and of natural justice,embOd- ied in duct Declaration of Independence,extended to . r. azi? . Would to God, both for your sakes andours, that an affir. motive answer could be truthfully returned....But such is not. . .the case. .. .I am not included within the pale ot this glorious anniversary! Your high Independence only Frederick Douglass, an ex-slave who escaped veals the immeasurable distance betweenus. The bless- to m, was ings in which you this day rejoice active in th, s le to.abolbh slavery. His ekquence made are not enjoyed in com- him a popular speaker. mon. The rich inheritance of justice, lilArty, prosperity, and independence bequeathed by your fathers is sharedby you, e not by me. The sunlight that brought lifeand healing to you has brought stripes and death tome. This Fourth of July is ing; moving, acting, thinking, planning,living in Tamiliei as husbands, wives, and children, and above all, confessing yours,notmine.You may rejoice, / mustmourn. ... My subject, then, fellow citizens, is "American and worshipping the Christian God, andlooking hopefully Slavery." I for life and immortality beyond the shall see this day'and its popular charaderisticsfrom the gravewe are called up- slave's point of view. Standing here, identifiedwith the on to prove that we are men?... American bondman, making hiswrongs mine, I do not hesi- What to the American slave isyour Fourth of Jrly? I an- tate to declare, with all my soul, that the characterand con- swer, a day that reveals to him more than all other days of., duct of this nation never looked blackertome than on this the year, the gross injustice andcruelty to which he is the ,Fourth of July. Whether we turn to the declarationsof the constant victim. To him your celebration isa sham; your past, or to the professions of the present, the conduct ofthe boasted liberty an unholy license;your national greatness, nation seems equally hideous and revolting.America is swelling vanity; your sounds of rejoicingare empty and false to the past,-faisettrthe-present,---and-scienmly heartless; your denunciation of tyrants,,brass-fronted impu- binds dence; your shouts of liberty and equality, herself to be false to the future. . . hollow mockery; . .Is it not astonishing that, while your prayers and hymns, your sermons and thanksgivings, we are plowing, plant- with all your religious ing, and reaping, using all kinds of mechanical tools,erect- par de and solemnity, are to him ing houses, constructing bridges, building ships,working in mere bombast, fraud, deceptIon, impiety, and hypocrisya metals of brass, iron, copper, silver, and gold; Olin veil tocover up crimes which would disagrace a nation that while we of savages. There is net are reading, writing, and cyphering, acting as clerks,mer- a nation of the earth guilty of practi- chants, and secretaries, havingamong us lawyers, doctors, ces more shocking and bloody thanare the people of these United States at this very hour. ministers, poets, author* editors: orators, andteachers; that while we are engaged io all the enterprisescommon to other mendigging gold in California, capturingthe whale Excerpted from Frederick Douglass, in the Pacific, feeding sheep and cattle My Bondage and My Free- on the hillside, liv- dom(Chicago: Johnson Publishing Company, 1970),pp. 349 -353.

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The Struggle for Racial Equality 57 "The Time Has Come for This Nitioli to Fulfill ItsPromise" by President John F, Kennedy

John Fitzgerald Kennedy was president of the United States years shorter, and the prospects of earningonly half as from January 20, 1961, until he was assassinated in Dallas, much... . Texas. on November 22, 1963. The following is taken from an The heart of the question is whether all Americans are to address he made to the nation on June 11, 1963. be afforded equal rights and equal opportunities. . . . One hundred years of delay have passed since President This nation was founded by men of many nations and Lincoln' freed the slaves, yet their heirs, their grandscns, backgrounds. It was founded on the principle that all men are not fully free. They are not yet freedfroth the bonds of are created equal and that the rights of every man aredi. injustice.They are not yet freed from social and economic minished when the rights of one gum are threatened. . .. oppression, and this nation, for all its hopes and all its It ought to be possible . . .fof every American to enjoy boasts, will not be fully free until all its citizens are freq. the privileges of being American without regard to his race We preach freedom around the world, and we mean it, and or his color. In short, every American ought to havethe we cherish our freedom here at home; but are we to say to right to be treated as he would wish to be treated, as one the world and, much more importantly, to each other that would wish his children to be treated. But this is not the this is a land of the free except for the Negroes; that we have case. no second-class citizens except Negroes; that wehave no The Negro bab..rn in America today, regardless of the class or caste system, no ghettos, no master race except with section of the nation in which he is born, has about one-half respect to Negroes? as much chance of completing high school as a whitebaby Now the time has come for.this nation to fulfill its prom- born in the sameplaceon the same day, one-third as much ise. chance of completing college, one-third as much chance of becoming a professional man, twice as much chance of be- Excerpted from Jerry E. Jennings and Margaret Fisher Hertel, coMing unemployed, about one-seventh as much chance of Inquiring about FreedomCivil Rights and Indivaducil Responsi- earning $10,000 a year, a life expectancy which is seven bility (Grand Rapids: The Fideler Co., 1979), p. 44.

62 458 Thoughts of an Ex-Klansman Lesson Plan H Thoughts ofan Ex-Klansman

OBJECTIVES blacks so they could keep control and maintain positions Students will be able to statesome reasons why Klan that give them access to power and wealth.) membership is attractive tosome people. f. What did Ellis think of blacks, Jews and Catholics? 'Students will be able to identifysome interests that are Where did he get those ideas? Why did he say that blacks served by the Klan. were the "natural" people f him to hate? Who benefitted Students will beable to statesome concerns, problems, 'from such thinking? Whatused him to change his views hopes and dreams shared by black people andwhite people about them? How did his'ewe change? Which way of and identify some ways in which racism keepsthem from thinking was of most benefit to him and why? solving problems and realizing dreams. g. Compare similarities and differences between the feelings Ellis had about-serving as co-chair of the school TIME REQUIRED committee with the feelings that he had when joining the One homework assignment andone class period. Klan. Which group offered more to him and why? h. Some of Ellis's old white friends accused him of "sell- MATERIALS NEEDED ing out the white race." WIlat did they mean? How doyou A copy for each. student of excerpts from "WhyI Quit think Ellis would hal,ge responded to them? the Klan," an interview with C. P. Ellis (pp. 59-60). i. What issues does Ellissee that black and white working people face? What doyou think he means when TEACHER PREPARATION he mentions "black people and white people join handsto Teacher should be familiar with the C. P. Ellis interview. defeat the racist issues [union-busters! Use againstpea: pie)? Why do you think his fatheta Klansmanand. STUDENT PREPARATION many other Klan members are working to keep white and Students will read the Ellis interview prior to class dis- black people from organizing into unions? , cussion. j. How would you summarize what changed for C. P. Ellis to lead him to so drarmitially change his opinion of Martin Luther King, Jr.? ASSIGNMENT PROCEDURE Give all students a copy of the Ellis interview and askthat they read it before the next class. Tell them Ellis was a OPTIONAL FOLLOW-UP ACTIVITY member of the Klan, serving fora time as Exalted Cyclops (president) of the Durham, North Carolina, chapter. Have students read the abbrevi ted version of "Let Amer- ica Be America Again" by, Langston Hughes (p. 61).Point out to studs is that the poem was written many years ago CLASSROOM PROCEDURE and that thi poet used the term "man" in the genericsense 1. Initiate a class discussion of the article, giving students to mean all people, female and male. Possible questions for in opportunity to share general reactions and feelings. discussion include: Some iiscussion questions to consider include: a. C. P. Ellis believes "there's a tremendous possibility a. What were some factors that red Ellis to join the in this country to stop wars, the battles, the struggles, the Klan? (Economic insecurity, inability to "make it," bitter- fights between people.. .I don't think it's an impossible ness, feelings of inferiority, looking for someone to blame/ dream." scapegoat.) Do you think he would share the dream about which b. What did the Klan offer-Ellis? (Comradeship,a sense Langston Hughes Writes: of belonging, a sense of being someone important,easy 0, let America be America again targets to scapegoat and feel superior to.) The land that never has been yet c. What does Ellis tell us about the background of And yet must be--the land where every man many Klan members? (Low income; left out; poor educa- is free. tion; bitter; jealous because blacks were beginning to de- b. What lessons did C. P. Ellis learn that support the mand rights that they as whites, who have been taught' poet's phrase, "I am the poor white, fooled and pushed they are superior, do not have.) apart "? d. Who are some of the people Ellissays support and Which items in the poem represent the principles encourage the Klan "behind the scenes"? (Doctors, law- and creed that make up the dream of the United States? yers. police officers, politicians, merchants, insurance d. What groups does the poet indicate have been denied agents. ) realization of the dream? .e. What did Ellis begin to feel about those people in the. e. The Ku Klux Klan cloaks itself* in patriotism. In background? (That he and other Klansmen_were being what ways might the poet's phrase "false patriotic used by those people to, divide low-income whites and wreath" apply to the Klan's brand of patriotism?

0 63 , °I

Thoughts of an Ex-Klansman 59 "Why I /Quit the Klan"

.. An Interview with C. P. Ellis

C. P. Ellis is fifty-three years old. He lives in Durham, North Car- We'd load up our cars and we'd fill up half the council olina. At one time he was president (Exalted Cyclops) of the chambers, and the blacks the other half. During these Durham chapter of the Ku Klux Klan. times, Icarriedi weapons to the meetings, outside my belt. We'd go there armed. We would wind, up just hollerin and All my life, I had work, never a day withoutark, worked fussin at each other. What happened?. As a result of our all the overtime I could get and still could not ve finan- fightin one another, the city council still had their way. 44% cially. I began to see there's something wrong with this They didn't want to give up control to the blacks nor the country. I worked my butt off and just never seemed to Klan. They were usin us. break even. I had some real great ideas about this nation. I began to realize this later down the road. One day I was They say to abide by the law, go to church, do right and live welkin downtown atuia certain city council member saw me for the Lord, and everything'11 work out. But it didn't work comin. I expected him to shake my hand becatse he was out. It just kept gettin worse and worse.... talkin to me at night on the telephone. I had I een in his. Tryin to come out of that hole, I just couldn't do it. I really home and visited with him. He crossed the street Ito avoid began to get bitter. I didn't know who to blame. I tried to me).. ..I began to think, somethin's wrong here. Most of find somebody. Hatin America is hard to do because you em are merchants or maybe an attorney, an insurance can't see it4o hate it. You gotta have somethin to' ook at to agent, people like that. Al long as they kept low-incbme hate. The natural person for me to hate would be black peo- whites and low-income blacks fightin, they're gonna main- ple, because my father before me was a member of the tiiin.control; I began to get that feelin after I was ignored in ... Klan.. . . public. I thought: you're not gonna use me any more. So I began to admire the Klan... .To be part of some- That's when I began to do some real serious thinkin. thin. . . .The first night I went with the fellas . .I was The same thing is happening in this country today. People led into a large meeting room, and this was the time of my are being used by those in control, those whohave all the life! It was thrilling. Here's a guy who's worked all his life wealth. I'm not espousing communism. We got the greatest and struggled all his life to be something, and here's the mo- system of government in the world. But those who have it ment to be something. I will never forget it. Four robed simply don't want those who don't have it to have any part of Klansmen led me into the hall. The lights were dim and the it. Black and white. Whpn it comes to money, the green, the only thing you could see was an illuminated cross.. . .Af- other colors make no difference. ter=had takpn my oath, there was loud applause goin I spent a lot of sleepless nights. I still didn't like blacks. I throughout the buildin, musta been at-least four hundred didn't went to associate with them. Blacks, Jews or Catho- people. For this one little of person. It was a thrilling mo- lics. My father said: "Don't have anything to do with em." I ment for C. P. Ellis. . . didn't until I met a black person and talked with him, -eye- The majority of (the Klansmen) are low-income whites, ball to eyeball, and met a Jewish and talked to him, people who really don't have a part in something. They have eyeball to eyeball.' I found they're people just like me. They been shut out as well as blocks. Some are not very well edu- cried, they cussed, they prayed, they had desire's. Just like cated either. Just like myself. We had a lot of support from myself.; Thank God, I got to the point where I can look park doctors and lawyers and police officers. labels. But at that time, my mind was closed. Maybe they've had bitter experiences in this life and they I remember one Monday night Klan meeting. I said some- had to hate somebody. So the natural person to hate would thing was wrong. Our city fathers were using us. And I be the black person. He's beginnin to come up, he's beginnin didn't like to be used. The reactions of the others was not too to .. . startvotin and run for political office. Here are white pleasant: "Let's just keep fightiri them niggers." people who a e supposed to be superior to them, and we're I'd go home at night and I'd have to wrestle with myself.

shut out. . Shut out. Deep down inside, we want to be I'd look at a black person welkin down the street, end the part of thiseat society. Nobody listens, so we join these guy'd have ragged shoes or his clothes would be worn. That

groups.. . began to do something to me inside. I went through this for We wouldo to the city council meetings, and the blacks about six months. I felt I just had to get out of the Klan. But would be theand we'd be there. It was a confrontation ev- I wouldn't get out. . . . inroads with the city [Ellis was invited, as a Klansman, to join a committee f ery time. . . e began to make some councilmen and nty commissioners. They began to call people from all walks of life to make recommendations n us friend. Call us at ntght on thetelephone: "C. P., glad you how to solve racial problems in the school system. He v came to that meeting last night." Theydidn*want integra- reluctantly accepted. After a few stormy meetings, heas tion either, but they did it secretively, in order to get elect- elected co-chair of the committee, along with Ann Atw ter, ed. They couldn't stand up openly and say it, bert-thay were a Black Annan who for years had been leadinglocal e orts glad somebody was saYin it. We visited some of the city lead- for civil rights.) ers in their es and talked to em privately. It wasn't long A Klansman and a militant black woman, co-chairmen of before, ncilmen would call me up: "The blacks are comin the school committee. It was impossible. How could I work up tonight and makin outrageous demands.How about with her? But it was in our hands. We had to make it a suc- some of you people showin up and have alittle bal- cess. This give me another senseof belongin, a sense of pride. This helped the inferiority feeling I had. A man who ance?". . . Thought of an thX- Klansman

was beginnin to open up. I was beginnin to see what was right-and what was wrong. I don't want the kids to fight - forever.... One day, Ann and I went back to the school and we sat down. We began to talk and just reflect... .I begin to see, here we are, two people from the far ends of the fence, havin identical problems, except hers bein black and me bein white. ..The amazing thing about it, her and I, up to that point, has cussed each other, bawled each other, we hated each other. Up to that point, we didn't know each oth- - er.We didn't know we had things in common... . The whole world was openin up; and I was learning new truths that I had never learned before. I was beginning to' look at a black person, shake hands with him,.and see him as a human bein. I hadn't got rid of all this stuff. I've still got a little bit.of it. But somethin was happenin to me.... I come to work one mornin and some guys says: "We need a union." At this time I wasn't pro-union. My daddy was anti-labor too: We're not gettin paid much, we're havin to work seven days in a row. We're all starvin to death....I didn't know nothin about organizin unions, but I knew how to organize people, stir people up. That's he-,got to he business agent for the union. ° When I began to organize, I began to see far deeper. I begin to see people again bein used. Blacks against whtes.... There are two things management wants to keep: all the money and all the say-so. They don't wan? none of these poor AM . workin folks to have none of that. I begin to see management fightin me with everythin they had. Hire antiUnion law firms, badmouth unions. The people were makin $1.85 an hour, barely able to get through weekends.... It makes you feel good to go into a plant and...we-black people and white people join hands ern defeat the racist A issues {union - busters} use against people. ... C.P. Ellis I tell people there's a tremendous possibility in thiscoun- try to stop wars, the battles, the strufglbs, the fights between people. People say: "That's an impossible dream. You sound like Martin Luther King." An ex- Klansmen who has stood up publicly and said he despised black people, all sounds like Martin Luther King. I don't think it's an impos- of a sudden he was willin to work with eni. here's a chance sible dream. It's happened in my life. It's happened in other for a low-income white man to be somethin. In spite of all people'si lives in America.. . . my hatred for blacks and Jewspnd liberals, I accepted the When the news came over the radio that Mn Luther job. Her and I began to reluoL'a work together. She had King was assassinated, Igot on the telephone and begin to as many problems workin with me as I had workin with her. call other itiansmen.. . .Rle just ^had a Peal paw.. . One night, I called her: "Ann, you and I should have a lot Really rejoicin cause the son of a bitch was dead. Our of differences and we got em now.lut there's somethin laid troubles are over with. They say the older you get, the harder out here before us, and if it's gonna be a success, you and I it if for you to change. That's not necessarily true. Since I are gonna have to make it one. Can we lay aside some of changed, I've set down and listened to tapes of Martin Luther these feelins ? She said: "I'm willing if you are." I said: King. I listen to it and tears come to my eyescause I know "Let's do it." what he's sayin now. I know what's happenin." My old friends would call me at night: "C. P., what the hell is wrong with you? tou'rebellin out the white race." This begin to make me have guilt feelins. Am I doin right? From American Dreams: Lost & Found, by Studs Terkel. Copyright Am I doin wrong? Here I am all of a sudden makin an about- ID 1980 by Studs Terkel. Reprinted by permission of Pantheon face and tryin to deal with my feelins, my heart. My mind Books, a division of Random House, Inc.

65 .,,Thougts of an Ex-Klansman 61 Let America Be America Again by Langston Hughes (mMbreviated)

I ...tet America bei the dream that dreamers dreamed 0, let America be Americaagain Let it be that great strong land of love - The land that never has been yetl- Where never kings connive nor tyrants scheme And yet must bethe land where every man is free. That any man be crushed by one above. The land that's minethe poor man's, Indian's, Negro's, 4 ME (It never was America to me.) Who made America. Whose sweat dnd blood, whose faith and pain, 0, let my land be a land where Liberty Whose hand at the fouidry, whose plow in the rain, Is crowned with no false-patriotic wreath, Must bring back.our mighty dream again. . . . But opportunity is real, and life is free, Equality is in the air we breathe. 0, yes, I say it plain, (There's. never been equality for me, America never was America to me, Nor freedom in this "homeland of the free.") And yet I swear this oath .America will be! Say who are you that mumbles in the dark? And who are you that draws your veil across the stars? ...We, the people, must redeem The land, the mines, the plants, the rivers, Iam the poor white, fooled and pushed apart, The mountains and the endless plain I am the Negro bearing slavery's scars, All, all the stretch of these great green states I am the red man driven from the land, And make America again! I am the immigrant clutching the hope I seek And finding only the same old stupid plan. ss Reprinted by permission of Harold Ober Associates Incorporated. Of dog eat dog, of mighty crush the weak.. . . Copyright 0 1938, 1965 by Lc ngston Hughes.

t O .62 Myth vs. Reality, Part I: Social Perceptions Lesson Plant ... Mythvs.Reality,, Pad I: Social Perceptions

OBJECTIVES Explain that these figures are statistics of -the ratcfsid, Students will be able to cite at least one example of breakdown of the population. long-term economic disparity between black people and 4. Give each student a copy of the Agree/Disagrae white people in the U.S. meats. Tell them they are not taking a quiz for e. Students will be able to state in their own words the They should not put theirname on the paper. A nitti lf meaning of "reality" and "myth." read each questionnd the "A" if they . "D" if they disagree. TIME REQUIRED 5.Arrange. the students into equal disoussionitit One class period. five-seven students per, group. Explain that they attic) cuss each of the,items on the sheet. Students shotil4 MATERIALSNEEDED the reasoning that led them to agree or disagree Copies of Agree /Disagree Statements for each student _statement. Ask one member of each group to redo* (p. 63). number of agrees/diaagrees for each item. Copies of Information Sheet (p. 64) to support Agree/ 6.Rave group recorders write the humber of a Disagree Activity for each student., agrees on the chalkboard, using ,`charts such as theft) ing:;t , TEACHER PREPARATION'. ILwould be helpful for the teacher to be familiar with the 41 concept of affirmative action and be aware of arguments and GROUP data contradicting charges of "reverse discrimination" (see 111411111N111111Fill, liallMrrnErni Readings, p. 65). 1 ....' CLASSROOM PROCEDURE 1. Tell students that this period will provide an opportunity for them to examine their understanding of certain real i ties in our society and for the class to look at how people can perceive the 'Same reality differently. T - 7 2. Write the words "reality" and "myth" on the chalk- E r a4 board. DevelOpdefinitions similar to the following with stu- M dents: 4 , -7- . REALITY: the actual nature of something; the actual . state of things; what actually exists; what is not imagi- 5 nary. fictitious or pretended. ® 'IA MYTH: a belief without factual basis given uncritical ac- r- ceptance by members of a group, especially in support of 7. Ask the class to examine the results. Possible discus- existing or traditional practices or institutions; an invent- sion questions include: ed story or concept used to justify a social practice, institu- a. In deciding whether you agreed or disagreed with tion or belief. particular'items, did you feel you had-sufficient knowl- qe 3. Write the word "statistics'' on the chalkboard. Ask stu- edge? Were your responses based on facts (verifiable' by dents what the term means. Develop a definition similar evidence) or impressions? to the following: b. Which qUestion is most open to impression and least STATISTICS: The collection, analysis, interpretation verifiable by statistics? c. What were areas of disagreement in the groups? Did and presentation of masses of numerical data. While people feel strongly about the correctnes8 of their re- statistics don't tell us about individual members of sponses? grOup, they can 'tell us about the chances of individuals within a group to experience certain realities compared d. Did people use facts or impressions to suPport. their to the chances of individuals in other groups. If there responses? are significant differences between groups, we can then e. What are some factors you think may have, contrib- *fka uted to differing perceptions of the same social reaittyr- :- attempt to find the causes of those differences. 8. Distribute the Information Sheet and ask students Write the following figures on the chalkboard as examples (still indiscussion groups)to exanAine'them for information of statistics (leave them there through the period). . to support their responses. , Based on the 1980 census (counting) of the people living 9. If time permits, gip" students an opportunity to raise'. -

in the U.S,. the racirl breakdown of the population is questions about the information with the whole class. If not, 4. I approximately 83.2% white, 11.7% black, 1.5% Asian tell students that the discussion will continue next periwig American, 0.0 Native American and 3% other. Ask them to bring the two papers to the next elaka. Myth vs. Reality, Part I: Social Perceptions 63 Agree/Disagree Statements .

AGREE DISAGREE

A D 1. Ten years ago, black students A D 3. Inthe1960's,unemployment were proportionately greatly un- rates among blacks were twice as derrepresented in law and medi- high as those of whites. During cal schools. Since then, these the 1970's, as unemployment rose schools have given special prefer- among whites, black unemploy- ence to blacks and now there is a ment rates fell to about the same higher proportion of black stu- level as white unemployment. dents in medical and law schools than in the overall population. A D 4. In 1979, of people 16 through 24 years of age, blacks with college 'A p 2. In 1969, median family income degrees had a higher unemploy- for blacks was only 61% of medi- ment rate than did white high an income for whites. By the end school dropouts. of the 1970's, the income gap between white and black famili2s A D 5. Unemployed people just don't had grown even wider. want to work. There are lots of jobs available but most unemployed people would rather take a hand- out than get out there and find a / job.

68 111

64 Myth vs. Reality, Part I: Social Perceptions s)40,*1%00 JA., Information Sheet

1. 5. WASHINGTON, April 6 While the Fears about the economy, especially BALTIMORE, Sept. 20 At least member, of women enrolled in accredited 'rising unemployment, appear to be hard- 20,200 persons have picked up - don law schools has nearly doubled in six 'ening divisive attitudes among popula- forms for the 75 entry4evel years, the number of blacks in law school of- has increased only slightly and has acne tion groupein die nation, according to the fered this week with the Social Security ally decreased a bit as a proportion of all latest New York Times/CBS News Poll. Administration here, officials saki today. student& according to stadante released The white attitudes toward black The total is MON than double the fine. BlackAmerican Bar Association. americana measured in this Times/CBS day turnout of LIMO persons rib) linedup Black students now emplane 4.4 News Poll offered other, though less Monday at three separate Federal office insistent, evidence of reassire's buildings, some waiting up to three cent of the total enrollment of la hours, to get the applications. The sal- law schools, Own from a highof4.7 per- to social comity. It shooed that 14perthreat- met of enrollment four years sic 7We of whites believed the 'lackmews aries will rage from 17,210 for clerical were 5,503 black law students four years was braes they: that of whites, work to $11,515 for warehouse duties. ago and 5,349 in the eurrent school year. 20 permit believed that it was about Jim M. Brown, a spoireenian for the The bar association figures for enroll- the same, whereas in Mg the actual rate ,dsaid officials had been over- men by race go back only to 1959. when of uhanployment for was Si per. by the turnout of the proportion of black students was 3.1 cant and the rate for blacks was 13.9reft. most c4 wham were black.114Clithts percent. By 1973, the mama. had in- is what black leaders have been Whites who said that they werevery for yearspeople would radar creased to 4.5, and it bee have mained there, although there Isla wide- warted about losing a job were much than be on Welfare," he said. spreadperceptionthatprofessional mew likely than those who called them- For mat Amoy only three schools have gone out of their way to in- selves unworrkd to place blackunem- will be interviewed,total ofLela= crease minority enrollments. ploynketat the same rate or bower than votaries will receive x that of whites. Forty-nine percent of the Vetisteldard Federalltiring Wickes. In The New York Times, April7, 1981 very %limitedgimp held that , although the nottrot require about black unemployment,while°g1 :anew- special skills or thosewho do A breakdown of the nation's 62,242 med cart of the unworried group expressed have experience will be students shows: 86.4 percent are white, 5.7 that view. Those sot hired but who Abe are black, 3.6 Hispanic, 2.6 Asian-American, The New York Times,July 2. 1980 will be put on a waiting list. 0.3 Native American, and 1.4 are foreign People interviewed in the long lineson students. Monday morning indicated moat had based about the An by word of mouth. Civil Rights Update.U.S. Commission on Unemployment for Baltimore in July, Civil Rights, January, 1980 4. the latest month for figures are . . . When the economy is in a retwsion, was 9.9 teercent, as against the na as it is now, joblessness among black youths rate of 7.8 percent for July and 7.1 per- 2. rises faster than it does for other groups. cent for Angst. WASHINGTON, June 18 The Bureau And when good times return, it fallsmore The most recent data on Baltimore's of-the Census today issued a statistical slowly. nonwhite unemployment rate, from the portrait of the uneven progress of blacks In 1960, about 24% of blacks between the Federal Bureau of Labor Statistics is

in America since 1790.. . . ages of 16 and 19 .were unemployed, com- only figures for 1979, which For other blacks, the economic outlook pared with 13% of whites in thesame age showed a level of 17.9 percent. For 11.to remains less than bright. The report group; in August 1980, the rates stood at 19-yeazekls, the figure rose to 51.5per- .11°"" shows that, while the overall median in- 37.4% and 17%, respectively. Among blacks cent. come for black families grew faster than aged 20 to 24, the 1960 rate was about 9%, The New York Times,Sept. 21, 1980 that for whites between 1947 and 1974, it against just over 4% for whites; in August has since remained unchanged the comparable figures were 22% and 10%. discounting for inflationwhile white In- The Comparisons Worsen come has risen by 2 percent. As a result, black median income nationally declined The most discouraging aspect of those sta- from 40 percent of that of whites in 1974 to tistics is that they worsen comparatively for 37 percent in 1977_ The remaining young blacks as educational attainment gap between white and black families is rises. A U.S. Labor Department survey of illustrated by the fact that, in 1977, only 30 persona aged 16 through 24 taken last Oc- Percent of black families had incomes of tober showed that among high-school dropouts, the jobless rate for blacks was 31.6%, ere than $15,000, as opposed to 37 per- Mt for whites. compared with 16.4% for whites. For high- school graduates, the figures were 21.3%. The New York Times,June 19, 1980 and 8.5%. Among college graduates, fully 17.1% of blacks were unemployed, against 4% of whites. Looked at another way, young blacks with college degrees were jobless ata higher rate than young whites who hadn't completed high school. The Wall Street Journal,Sept. 8, 1980

is IMP Myth vs. Reality, Part I: Social Perceptions 65 Readings Editorial, The New York Times, Nov. 27, 1977 From "Ending Whites' Monopoly," Op- Ed page. The New York Times, Oct. 16, As the lists of our company officers testify each day society, have acknowledged the wrong, identified the on this page, we are an institution run mostly by white victims and called for relief and remedy. And where the1980 men. As in most other institutions, women and non law served discrimination by race or sex, it logically whites carte later than white men into the hierarchies must permit relief and remedy that recognize and com- Given OM bent' that BMW toof from which our managers have been chosen. Recognizing pensate for race and sex. quotas, ens mold alt amps* the the inadequacy of the result, and faced with social and There are two ways to escape this logic. One is to MadMateo los OraM legal pressures that we ourselves helped to generate, we deny the problem: People are inherently unequal, en- fader rigid systiondistiwall have undertaken corrective measures, affirmative action. dowed by their Creator with inherent personal talentsyears. This sista system bas Masud to expand opportunity in our company, in our profession and deficiencies and inherited social advantages anden sod yams a MI to 100 pram* now and in our country. Sex and race are factors in our ap- deprivations All must play out the hand they've beennap* for white teaks in all do pria praisal of qualified applicants. dealt, no mattes how cruel the handicap. The secondcipal centers of power in governasent, Clearly. that effort is far from complete. its success and currently more fashionable response is to acknowl-business, the profession, and in the will show up only in future generations. But the effort edge the problem but to deny a remedy: Yes. not only competition bur desirable jobs at emery itself has come increasingly under attack, as discrimina- the Creator and our forefathers but also our laws andlevel is church and state. Foot board tion against white men, a pious tribute to conscience by institutions perpetrated dreadful wrong; it will never be roan to pulpit, bum the weruetters of one generation at the expense of deserving members permitted again. However, the Innocent individual bene- west* to do writers of blew% plea of the neat. White men complain, in our offices and on ficianes of thou wrongs, who are far ahead in the race has ranalaal white and smanline. our front page, that any program of hiring or promotion for opportunity, cannot now be penalized; henceforth, New with blades aid somas at the or admission to schools that takes notice of race or sex the race will be fair even though everyone's positionseta, the arsermas agehen quotas, is not only broadly unfair, or unconstitutional, but also in it Is not like baths beaseles be dr, are all speeificalty discriminatory against themthat it Is "re- Neither response is good enough. The law cannot suddenly decide to be neutral when for so longitat us. Affirmative alias l chase verse discrimination." Steelworkers in Louisiana. fire- tensed as "wares dlecriatineden." men in Pittsburgh, teachers in Detroit and officialsin favored white men. Neither can society. Not only some abstract concept of justice but the well-being of theIn fad, ix is a mowed d ariales die Washington all raise variations of this protest against ---fnetnalkee IBM a ad en lees fai affirmative action and some are seeking redress In court. American community depends upon affirmative action We sensed the accumulating strength of this backlash that can help to overcome the stigma and injury of theweed Wads lade asoopedie The gee. while studying the Bakke case last summer. And if Mr. past. A multiplicity of programs In both private end wW mot 110 be averse to elite Bakke persuades the Supreme Court that race-conscious public institutions is preferable here to the mandates ofenalealthat was dime to Nada, fa as. affirmative Action at the Davis medical school of the law or bureaucracies. But the effort itself is necessary. It will int pet whams ids University of California was illegal discrimination against To the complaint of white men that this complicatespsslgeea where Mocks are itar, with * him, then all forms of affirmative action would become Ott, lives as a group, there is only one honest reply: raw tansi death rate triple Oat of instantly suspect and the subject of prolonged Sure it does. But if they are being deprived to somewham at Warn lea* rate Who eat They would be abandoned In many places, quickly and extent. it is only in the sense that they are losing oppor-of widen, ilsenese eassaloyened tragically. tunity which they would not have had without pasttriple ant el addle° >h will net ado One complaint of white men is that any recognition discrueination. As for the charge that one generationebbe paean alesetdualishe of race or sex in the distribution of opportunity is illegal. is burdening the next, the answer again is: Of course. lad the °candidates But American law itself has been an instrument of dis- Everything done in one time burdens --and benefits--seatety believes them to be takrigfe. another ume. aus rwheA dna sedeadidseas sad crinilruitioe and deprivatioo, The courts, as well as di:Midas *dr Maw sop= %Gem No such "serene nann, will leas hem affirmative as tka Letters. The New York Times, April 23, 1978 Moe sal odors Wile trot lea I'o the Editor: on a per capita basis? Has the poorLion that inequalities have In fact been preferential treatment Med to pease The Bakke case has spawned a newhealth of the people of Harlem beeneliminated. This is a far cry from real- sent end ineceverable decline In a& term in our lexicon, "reverse discrimi- isited on Sutton Place, Flatbush ority. respect alum blacks and wears, sad nation." It is catchy and has the air ofRiverdale? Have whites lost 40 percent If affirmative action were under- token woe of red worth, Fear not. good balance and the ring of fairness.of their income, suffered a five-to-ten-stood in terms of handicaps instead of longevity or a sharpof reverse discrimination we could Prekngd Paulo. there is good sews. Yet what does it mean to convey? year loss An esaminatien of the case des 01 noes it imply that we have gone be-drop in literacy? Is the country nowproceed to educate all of our popula- to be served by predominantly blacktion in quality. decently house it, care las elate smite, who were so keg yond a middle point of "zero-discrimi- awash in preference, male that we natieln" against minorities and the pen- elysicians who constitute only 2 per-for its health and get on with the bust dulum has swung to a point wherecent of the physicians in the nation,ness of expanding our economic base have survived with our ease of ad- those who were discriminated againstor by 2 percent of the dentists, orand services. which is the only way worth ebulliently Intact! Then is are now practicing the same discrimi-1.3 percent of the dtterneys, 1.3 per-to provide Jobs for allfree from dig. ream to hope that pa will Ma: your SIDNEY J GLUCK nation inreverse? Ifthisisso, wecent of the state police and less thancrimination. tereporarywoorderence with at least must have passed a state of affairs2 percent of college graduates? New York, April 17, len wfAil inwhich prejudices and discrimina- It is difficult to see what has beenThe writer is a member of the political tion were eliminated and grievancesreversed when the figures for otlegscience staff of the New School for Dodd C. Megadre IsOrofaairof redressedwith equal opportunity.victims of racism and sexism are al-Social Research. ethics at Marquette University. presi- Itwould appear as though an un-most as bad. sfesektloct of The SocietyofChristian grateful former oppressed group in cur What does seem new is an inordi- Ethics, and author of"ANewAMEX. society seeks to force upon the nationnate fearofcompetitionfor jobs Jesalat: Endins theWhiteMole a new set of discriminatory practicesamong the dominant white population. came aping their former oppressors and thusIt has become accustomed to an unfair Monapollea." becoming oppressors themselves. competitive advantage. This fearis Whatisbeing reversed? Are thedeepened as signs of economic stagna- whites to be herded into ghettos, re-tion again cloud the horizon and the moved fromtheirprofessions,de-dollar seems unable to cope with pt of decent housing, forced intoserious reversals. The shibboleth malnutrition and early death? Is this"reverse discrimination" is Intended to to be perpetrated by the blacks. Puertokeep the number or contenders down Ricans. Chicanos and aboriginalin-by enforcing disqualiflestion under the d.ans against the majority of the popu-old norms. lation? We are enenently fair In our sport- Or does this mean that a black cau-ing events when we establish cus has taken over political power andhandicaps for players of special skill ou- prisons \yin be 80 percent filledor advantage. We think nothing of with white inmates instead of blackhandicapping a golfer or a jockey to and Spanish - speaking' equalize the competition. And while Have we reversed the unemploymentthe idea of reverse discrimination ap- rate for blacks so that there are threepears to base Itself on the same spirit times as many whites out of workof fair play, it operates on the assume- 70 66 Myth vs. Reality, Part II: The Process of Scapegoating Lesson Plan J Mythvs. Reality, Part II: The Process of Scapegoating

OBJECTIVES employment rates have remained at least twiceas high as Students will be able to state in their own words the white rates for decades. meaning of the term "scapegoat." a. Flow did the class's response to Item #3 (refer to Students will be able to cite an example of' the Klan's chart) compare with the results of the opinion pollmen- scapegoating and present information to counter the Klan's tioned in clipping #3? assertion. b. What does the clipping tell us about which whites were more likely to be mistaken about black unemploy- TIME REQUIRED ment rates? One class period. c. How might people worried about losing their jobs feel? Might whites in that position bemore likely to MATERIALS NEEDED scapegoat blacks? Why?

Students should have their copies of the Agree/Dis- 6.Tell students that the Klan tells white workers that, agree Statements and the accompanying Information Sheet when white unemployment goes up, it's because blacksare from the previous lesson. taking jobs away from whites. Copy for each student of Additional Facts on Black/ a. From available evidence, does this assertion seem to White Disparities (p. 67). be more reality or myth? (Refer back to definitions.) b. How might whites who think black unemployment TEACHER PREPARATION is lower or the same as white unemployment respond to Teacher should write on chalkboard the chart of results the Klan's message? from the previous class discussion. , c. How might whited who know about the history of employment trends and contemporary statisticsconcern- CLASSROOM PROCEDURE ing black / Mite unemployment respond? 1. Review previous discussion and results from Agree/ d. Which up is more susceptible to Klan propaganda Disagree Activity. Provide an opportunity for students to and why? discuss thoughts/ideas/concerns since the previous lesson. 6.Tell students that the Klan says that minoritiesare 2. Write the word scapegoat on the board. Ask students being given preference over whites for college attendance what they think it means. Develop definition with the class: and jobs. Mention that lots of whites complain aboutsome- one they know being passed over in favor of a black person. SCAPEGOAT: v.t., to displace aggression or project guilt They say that "all you have to do to get into collegeor get a upon; to cast blame on others; to attribute one's own fail- good job is be black" (refer to Item #1on student response lire to the malign activities of others. chart if appropriate). a. What evidence do students have that would tend to SCAPEGOAT: n., a person or thing unjustly bearingthe contradict this? (Refer to Information Sheet.) blame for others. A person, group,race or institution. b. How might a person who is turned down for college against whom is directed the irrational hostility andun- or a job feel? Why might that person look for a scapegoat? relieved aggression of others. How might that scapegoating be expressed? c. What might others' impression of the situation be if' 3. Refer students to the earlier reading and discussion of they hear the person's complaint? C.P. Ellis's interview. Remind them that Ellis worked very 7. Remind students that the definition of myth included hard to get ahead but never seemed to be able to break even. "uncritical acceptance" of a belief which supports "existing He began to get bitter and looked for someone to blame. or traditional practices or institutions." a. Whom did Ellis find to blame? a. What traditional practices or institutions does the b. How did it serve him to blame them? (Ellis could eas- Klan support? (Those that contribute to whitesupre- ily have been consumed by guilt and low self-esteem be- macy.) cause he couldn't make it in a society that says anyone b. What do you think the Klan means when itsays it who works hard enough will make it. Scapegoating defends "white rights"? blacks let him feel it was their fault, thus taking the c. Does available evidence support Klan assertions blame off himself.) about preferential treatment for blacks? Do theseasser- c. Whom does Ellis suggest is really served by scape- tions seem to reflect more myth or reality? goating? (Those in positions of power and wealth who ben- 8. Distribute copies of Additional Facts on Black/White efit by encouraging whites to blame blacks for their prob- Disparities. Ask students (particularly those whoseem sym- lems instead of working together with blacks to demand pathetic to assertions concerning preferential treatment for changes that woulri benefit boo- groups.) blacks) to research further evidence to verifyor contradict 4. Ask students to re-read clipp. #3 (p. 64). Note how any of the above. Evidence should be factual (not impres- many whites believed black unewrloyment was the same sionistic) and verifiable, and be presented with citation of or lower than white unemployment, when in fact black un- sources. Myth vs. Reality, Part The Process of. Scapegoating 67 Additional Facts on Black/White Disparities

In 1969, 29% of the nation's poor population was black. In 1977, blacks represented 4.2% of all U.S. families In 1978, blacks were 27.5% of the poor population. (State of with income of $25,000 or more. (State of Black America, Black America, National Urban League, 1980; p. 9) National Urban League, 1980; p. 19) In 1977, 11.4% of whites under 17 years of age lived in In 1970, 47% of white families were middle-class, poverty, while 41:6% of blacks under 17 lived in poverty. while 24% of blabk families were middle-class. In 11979, 5014 ("Characteristics of the Population below the Poverty Level: of white families were middle-class compared to 24% of 1977," U.S. Department of Commerce, 1979) black families. (State of Black America, National Urban Of total welfare payments made in 1974, blacks re- League, 1981; p. 34) ceived 36%. About 77% of all black families received no pub- In 1977, the minority share of federal procurement con- lic assistance. (State of Black America, National Urban tracts amounted to 1.5%. (Black Enterprise, May 1978) League, 1980; p. 21) In 1969, black business firms received 0.22%. of total In 1950 there were 29.9 deaths per thousand among business receipts in the U.S. By 1977, receipts of black busi- white youngsters under one year old and 53.7 deaths per ness firms declined to 0.19% of total U.S. busineskreceipts. thousand among black youngsters under one year old. By (Black Enterprise, December 1980) 1978, infant mortality among white youngeters had fallen. In 1976, blacks represented 6% of graduate school stu- 59.9% to 12 per thousand, while that of black youngsters dents and 4.6% of professional school students. (State of had fallen 54.4% to 24.5 per thousand. (Mimthly Vital Sta- Black AmeriCa, National Urban League, 1980; p. 74) tistiCs Report, Vol. 27, No. 13, U.S. Department of Health, In 1968-69, blacks were 2.2% of college faculty. In 1977 Education and Welfare, National Center for Health Statis- they ware 4.4%. (State of Black America. National Urban tics, 1979) Leaguo, 1981; p. 204)

72 68 Countering the Klan Lesson Plan K

Counterinbthe Klan , OBJECTIVES Dream" speech. Ask students to read the speech. (Ifpossible Students will review what they have learnedabout play a recording of the actual speech.) Klan beliefs, tactics, targets and goals. 4. Ask students to discuss the two visions oldie Students will be able to United compare and contrast the Statesthe Klan's and Dr. King's. Some suggestedques- Klan's vision of the United States withthat of Martin Lu- tions include: ther King, Jr., and some of the country'sbasic principles and creed. a. What are elements of Dr. King's dream? (That the U.S. "live out" the true meaning of "allmen are created Students will be able to givereasons why people should equal"; that people of all races and religion8 be able to live act against the Klan and be able to identifysome appropri- in brotherhood; that people not be judged by the ate and feasible activities they might undertake: color of their skin; that freedom, justice and liberty prevailfor all people.) TIME REQUIRED b. What is the Klan's vision? (That white peopleare One class period. better than all others, that black people should besent to Africa, that Jews are inferior to Christians.) MATERIALS NEEDED c. Which of these visions more accurately reflects the A copy of the excerpt from Martin Luther King, Jr.'s "I "American dream" and the principles of the"American Have a Dream" speech for each student (p. 69). creed"? Which of these visions would bring closera "sweet A copy of the quote from.Martin D. Niemallerfor each land of liberty" and "let freedom ring"? student (p. 69). 5. Tell students that Martin Niemollerwas a German pastor who actively opposed the Nazis. In the late 1930's-the TE4(CHERPREPARATION Gestapo put him in ancentration camp. In 1945 Allied troops liberated Da Review Background Information for referencesto activi- u and NiemAller was freed. Ask stu- ties which have contributed to combatting the Klan dents to read Oiler's quote and discuss its implica- during tions for the various historical periods andto section J, Countering the n terms of the Klan. What groups could be included i Klan. Be familiar with Dr. Kings speech andthe Niemol- ch a quote today? ler quote. 8.Ask tudents to consider ways in which theKlan can be opposed and liberty, justice and equality promoted.Ask students to present,their ideas, listing themon the botyd. CLASSROOM PROCEDURE Included might be: 1. Review with students what they've learnedabout the Klan so far. Major points which shr,uld be included: a. Contact organizations working to oppose the Klan a. The Klan is an openly raci it, white supremacist for inforMation on efforts to counter the Klan(see Sources or- of Information on Klan Activities, ganization which claims that whitesare superior to all p. 72). other peoples. b. Organize a committee of students to developpro- grams and activities which will inform students about the b. The Klan seeks to maintain white controlof power and authority and to protect the special Klan and raise awareness of racism.. privileges, bene- c. Organize an interracial committee of students to fits and advantages whites gain becauseof racism. c. The Klan ripposes blacks and whites intermarrying, work at increasing communication andcooperation in schools experiencing interracial conflict and tension. being friends, going to school together, hav,ingsocial or equal contact. d. Write letters to local newspapers for publicationin their fetters column, stating opposition to Klan d. The Klan is against blacks, Jews,people who want activities and calling on people to"speak out and act. Writeto editors to organize whites and blacks into unions, people whobe- lieve in communism instead of capitalism, lesbians asking for articles to be published exposing the Klan(lo- and cally or and educating people about racism. gay men, feminists who work for equal rights forwomen, e. Write refugees and immigrants from Asia and state and national legislators asking for in- Latin America, vestigations and hearings into Klan activities. and whites who socialize with blacksor work for equal rights for all. f. Visit religious leaders to ask for.anti-Klansermons and educational campaigns against Klan bigotry andvio- e. The Klan uses violence, intimidation and terror lence against those people it opposes. g. In areas of Klan violence, suggest that a community 2. Write the following quoteon the chalkboard: "Racial meeting of concerned citizens be called to discusssteps separation, preferably through black repatriationto Africa, that can be taken. is the final and only desirable solution to America'sracial problem." Tell students that this h. Speak up whenever discriminatory behavioris ob- quote comes from The served or racist remarks, jokes and comments Klansman. the newspaper of the Invisible Empireof the Ku are heard. Klux Klan. 7. Provide opportunities for students toreport and discuss in class any experiences they encounter with theirac- 3. Distribute copies of Martin Luther King's "IHave A tivities related to this curriculum.

73 $

Countoring the Klan 69

"1 Have a Dream" by Martin LutherKing, Jr.

On August 28, 1963, more than 250,000 people participatedin I have a dream today This is ouhope . .to trans- a March on Washington for civilrights. Martin Luther King, Jr., a form the jangling discords of our nation into abeautiful prominent civil rights leader, addressed the marchers from the symphony of brotherhood . . .to work together, to pray to- steps of the Lincoln Memorial. The following is an excerptfrom gether, to struggle together, to go to jail together, to stand knowing that we will be free one his speech. up for freedom together, day. able I say to you today, my friends, even though we face the dif- This will be the day when all of God's children will be ficulties of today and tomorrow, I still have a dream. It is a , to sing with new meaning: dream deeply rooted in the American dream. I have a dream "My country 'tis of thee, that one day this nation will rise up and live out the true Sweet land of liberty, meaning of its creed: "We hold these truths, tb. be self-evi- Of thee I sing: dent that all men are created equal." Land where my fathers died, I have a dream that one day on the red hills ofGeorgiathe Land of the pilgrims' pride, sons of former slaves and the .sons offormer slave-owners From every mountain-side will be able to sit down together at the table of brotherhood. Let Freedom ring." I have a dream that one day even the State of Mississippi, And if America is to be a great nation, this must become sweltering with a state sweltering with the heat of injustice, true. . . .From every mountainside, let freedom ring. And the heat of oppression, will be transformed into an oasis of when we allow freedom to ring, when we let it ring from ev- freedom and justice:-I have a dream that my four little chil- ery village,, from every hamlet, from every state and every dren will one day I. te in a nation where they will not be city, we will be able to speed up that day when all of God's judged by the color of their skin but by the content of their children, black men and white men, Jews and Gentiles, Prot- character. I have a dream today estants and Catholics, will be able to join hands and sing in I have-a dream that one day down in Alabama with its vi- the words of the old Negro spiritual: "Free at last! free at cious racists, with its Governor having his lips dripping last! thank God almighty, we are free at last!" with the words of interposition and nullificatiOnone day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as Excerpted fromPictorial History of the Black American(YEAR, sisters and brothers. 1968),p.148. .

Statement by Martin D. Niemoller In Germany, they came first for the communists, and 1 didn't speak up because I was not a communist. Then, they came for the Jews and I didn'tspeak up because I was not a Jew. Then, they came for the trade unionists, and Ididn't speak up because I was notta trade unionist. Then, they came for the Catholics, and Ididn't speak up because I was a Protestant. Then, they came for me and by that time, no one was left to'peak up.

A 70 Glossary Glossary

NOTE : Thedefinitions below are designed to help teachers discussthe Jim Crow: laws and practices established from the 1870's to the material in this curricuhim. Definitions that are not reidvant to this kitare early 1900's in Southern states segregating the races and discrimi- not included. Fo' example, the definition of "abolition" given below omits nating against blacks. In effect until al,. 1960's civil rights strug- such general definitions as "annulment," "abrogation," etc. and focuseS gles. Term derives from old minstrel song. on thespecificmeaning applicable 'to this material. lesbian: women whose sexual and affectional orientation is to other women (see "gay"). literacy tests: tests to determine people's ability to read and abolition: the legal termination of slavery, in the U.S. write in order toque* to vote; historically used in Southern states abolitionist: person who advocated terminating slavery. to exclude blacks from voting. Anglo-Saxon: a white gentile of English ancestry. lynch: to hang or otherwise kill. a person by mob action without .. anti-Semitism: negative attitudes about or hostile behaviorsto- ward Jewish people. legal authority (usually carried out against blacksby whites). martial law: rule by the militairy or police. Asian-American: person or descendant of people who emigrat- ed from Asia to the U.S. minorities groups differing from the majority of the population, especially in race, culture, religion, sexual preference, politics. backlash: a -eaction, especially in the form of resistance, Native, American: people whose ancestors ,livedon the Amer- against a social movement. ican continent and in the Caribbean islands before the conquest of bigotry: irrational hostility toward people of differentraces, the Americas ly Europeans; misnamed "Indians" by Columbus. religions, beliefs, etc. Nazi: the Gennan political party headby Adolf Hitler that ad- - Black Codes: laws passed by Southern states at the end of the vocated fascist views, Aryan superiority and black/Jewish inferior- Civil War depriving newly freed blacks of basic economic and political rights. ity; systssawrho holds views similar to those of the German Nazis. night rider: in Southern states, any of a band of masked, mounted Black Rule: the terth used by those who opposed the political men who perform lawless acts of violence at night, generally to pun- changes brought about by Reconstruction to suggest that blacks ish, intimidate, etc. controlled state governments. plantation: a large agricultural estate in the South where, be- boycott: n. the act or practice of refusing to dealor associate fore the Civil War, cotton, tobacco and other crops weregrown with with, so as to coerce; v. to refuse to useor buy. slave labor. Chicano: a person of Mexican descent living in the U.S.; itsuse poll tax: a tax charged for voting, used primarily to preventpoor reflects a political statement connoting pride of identity in the Indi- blacks from voting. an-African-Spanish heritage of the people and their historic Mexi- prejudice: attitudes or opinionssapecially of a hostile nature can roots in what is now ths, U.S. Southwest. based on prejudgment and insufficient information about a group civil rights: 'constitutional rights to political equality, i.e., the of people. right to vote. to hold public office, to testify in court andserve on race: a category ofthehuman species sharing more or less dis- juries, etc. tinctive physical traits transmitted in descent; a concept that has _ coalition: an alliance between persons or groups forsome speed- little scientific validity but continues to have meaning in particular ic cause or action. social contexts. Confederate States: the 11 Southern states that in 1860-61 se- racism: any attitude, action or institutional practice which sub- ; ceded'from the Union. precipitating the Civil War. ordinates people because of their color. cross burning: an act performed by the KKK which involves radical: a person . or group advocating fundamental social covering a wooden cross with flammable material and setting iton change. fire. Cross burnings occur at Klan rallies and as a terrorist tactic Reconstruction:thepost-Civil War period(1865-77)when the against individuals. Southern states were required to provide democratic rights to democracy: involvement of people in making decisions that af- blacks and poor whites in order to gain readmission to the Union. fect theirlives. What form that takes is determined by the political, economic and social structuranf.a particular society. Red Scare: a period after the first World War when fear and persecution of suspected Communists were used to condone politi- desegregate: to end the practice of separating people on the basis of race. cal-repressionand -to-stifle -dissent in the.U.S. scapegoating: unjustly placing blame on a person orgroup. discrimination: differential treatment of persons basedupon segregation: separation of races by discriminatory laws and their race, national origin, religion, sex or sexual preference, etc. practices. extremist: a person or group that takes the most extreme,se- vere or uncompromising position. sharecroppers: agricultural workers who owe a share of their fascist: a person who supports the establishment of crop to the person or corporation whose land they livt on and work; a totalitar- the system has traditionally functioned in away that traps workers ian regime engaging in severely nati.,nalistic policies, rigidcensor- in debt and perpetual service. ship and forcible suppression of other people's rights. suffrage: the right to vote. gay: people whose sexual and affectional orientation is to people suppression: the act of prohibiting or stopping the activities of of the same sex; usually refers to men (see "lesbian"). another group, especially a minority group. Grand Wizard: one title for the highest officer ofa Klan faction. tenant fanner: a farmer working land owned by another and ideology: a theory or body of beliefs about human life and cul- paying rent for uce of the land. ture. terrorism: use of violence against unarmed groups in order to indoctrinate: to instruct in a doctrine, beliefor ideology. gain an end, usually political. institutional racism: policies and practices of basic institutions vigilante: a member of a group taking the law into itsown (e.g., business, health care, education, government) which result in hands and using terrorism to deprive groups or individuals of their benefits to people of one race at the expense of those of otherraces. civil rights, especially minorities and dissidents. integrated: made up of individuals orgroups of various cultur- white supremacy: belief in the superiority of white people over al, economic, racial, etc. bacilcgrounds functioningas a unit: for ex- people of color. including the right of whites to keep others in subor- ample, an integrated school. dinate roles.

75 Selected and Annotated Bibliography 71 Selectedand Annotated Bibliography on theKu. Klux Klan

BOOKS white supremacy. The chapters on the 1920's through the 1960's are particularly useful. The concluding chapter se- Chalmers, David M. Hooded AmericanisM: The History of riously understates the Klan's current violence and appeal, the Ku Klux Klan. Next'cork:York: New Viewpoints, 1981. perhaps because of the author's overly optimistic beliefthat One of the most detai comprehensive works avail- white supremacy is a phenomenon of the past. able on the KKK, this book, a revision of a 1965 edition, offers a wealth of information covering the origins of the Klan to the present. OTHER PRINT MATERIALS Fisher, William H. The Invisible Empire: ABibliography Braden, Anne. "The Ku Klux Klan MentalityA Threat of the Ku Klux Klan. Metuchen, NJ: Scarecrow Press, 1980. in the 1980's." Freedomways,Nol. 20, No. 1, 1980. This bibliography listing works of scholarly and general Braden, a long-time racial justice activist, presents a con- interest will facilitate further research on the Klan. cise and perceptive analysis of the social forces contributing Lowe, David. Ku Klux Klan: The Invisible Empire. New to the contemporary rise of the Klan and the need for organ- York: W. W. Norton & Co., 1967. ized response. Available from Freedomways, 799 Broadway, An Emmy award-winning 1965 CBS Reportsdocumen- New York, NY 10003 for $1.25. tary presented in text and photographs. HighlightsKlan Calbreath, Dean. "Kovering the Klan: How the Press history and terrorism through the mid-1960's. Gets Tricked into Boosting the KKK," Columbia Journal- Sims, Patly. The Klan. New York: Stein and Day, 1978. ism Review, March/April, 1981. A Provides extensive interviews with Klan members and An informative look at the seeming ease with which the Klan often manipulates the media to disseminate its ideol- leaders with little editorial comment by the author. Knowl- of)investigative reporting. edge about the history and on-going role of the Klan may be ogy while avoiding the exposure necessary to counter the Klan's perspectivesthat are pres- Available from Columbia Journalism Review, Room 700A, NY ented. Journalism Building, Columbia University, New York, 10027 for $4. Trelease, Allen W. White Terror: The Ku Klux Klan Con- spiracy and Southern Reconstruction. New York:Harper Council on Interracial Books for Children."Whitewash- & Row, 1971. ing White Racists: Junior Scholastic and the KKK." inter- Provides important and useful insights into the develop-® racial Books for Children Bulletin, Vol. 11, No'. 5, 1980. ment of the Klan in the context of white supremacists' reac- A critical analysis of the distortions and omissions in a tion to the progressive changes of Reconstruction. The book Junior Scholastic article entitled "Kids and the KKK." is out of print but may be found in local libraries. Available from the Council on Interracial Books for Chil- dren, 1841 Broadway, New York, NY 10023 for $2.75. For Young Readers Kinoy, Arthur. Hearings on Klan and Racist Violence. Testimony Presented to the Subcommittee on Crime of the Cook, Fred J. The Ku Klux Klan: America's Recurring U.S. House Judiciary Committee, 1981. Nightmare. New. York: Julian Messner, 1980. Kinoy, professor at Rutger's Law School, presented tes- NOT RECOMMENDED. "To understand the signifi- timony-before-the Su-beornmittee on the contemporary-rele- cance of the (Klan' in American history, one has to goback vance of Reconstruction anti. Klan statutesand the jurisdic- to its origins," states the author. Cook's observation is accu- tion of the U.S. Justice Department to enjoin racistvioltire rate, but his discussion of the origins of the Klan is appall- and harassment. Available from the Center forConseitu* ing. He ignores the terrorist nature of the first Klan, its role tional Rights, 833 Broadway, New York, NY 10003 for $2. in the brutal reassertion of white supremacy after the Civil War, and the democratic gains of the Reconstruction period. Scott, John Anthony. The Origins and Development of the He repeats gross stereotypes about blacks, idolizes General Forrest, and romanticizes and condones the role of the origi- KKK as a Badge of Slavery, January, 1981. A highly informative analysis of the pre-war slave patrols nal Klan. To so misrepresent the origins of this white su- Explores the use of bru- premacist terrorist group raises serious question about his as the genesis of the Ku Klux Klan. understanding of the significance of the Klan today. tality and violence by the patrols and the Klan with the goal of reducing black people to a condition of unquestioning do- cility and submission. Available from the Center for Consti- Ingalls, Robert P. Hoods: The Story of the Ku Klux Klan. tutional Rights, 853 Broadway, New York, NY 10003 for $2. New York: G. P.-Putnam's Sons, 1979. Only two books for young people on the Klan are currently available; this is by far the better choice (see above). The Southern Exposure. "Mark of the Beast: Special Section book does have its flaws--a romanticized picture of the Klan on the Ku Klux Klan," Vol.VIII, No. 2, Summer, 1980. founders and first leader, and a poor discussion of Jim Crow An excellent set of 17 articles on the Klan, including eye- laws. On the whole, however, Ingalls provides a lot of infor- witness reports and analyses. Available from Southern Ex- mation on the development of the KKK in the context of posure, P.O. Box 531, Durham, NC 27702 for$3. 76 72 Selected and Annotated Bibliography

The Tennessean. "The 'New' Klan: White Racism in the Semitic propaganda presented by Klan members is unrefut- 1980's." The Tennessean; February, 1980. ed in the movie. Also, segments of the filmare too long; for A 44-page newspapei supplement of articles published by example, the Mexican border patrol-:-which wasa Klan me- The Tel nessean.A informative articles andmany, photo- dia stunt to begin withgets considerable footage. Availa- graphs provide a useful source of documented information ble from Corinth Films, 410 E. 62 St., New York, NY 10021; about contemporary Klan aims and activities. Reprints rental: high school classroom showings, .$100.;standard, available from The Tennessean, 1100 Broadway, Nashville, $150. TN 37202. Resurgence (55 minutes, 16mm, color film). Thompson, Jerry. "My Life with the Klan." The Tennes Juxtaposes footage of the contemporary Klan with that of sean, December, 1980. black workers on strike in Laurel, Mississippi,to show the A 32-page newspaper supplement containing nine arti- Khan's role in spearheading reactionagainst the movement cles by a Tennessean reporter who infiltrated the Klan for for equality. The economic, political and socialconcerns and almost a year. Thompson's articles containsome interesting struggles of the primarily female black workforcein Laurel "inside" experiences, but omit much informationon actual provides a dramatic counterpoint to thescapegoating, Klan violence. Reprints available from The Tennessean, hatred and bigotry of the Klan. For rental informationwrite 1100 Broadway, Nashville, TN 37202. Skylight Pictures, 330 W,.:42 Street, 24th floor, New York, NY 10036. AUDIO-VISUAL MATERIALS Unmasking the Ku Klux Klan (40 minutes, slide-tape). Provides a great deal of information Klan Youth Corps (11 minutes, 16mm, color film). on the Klan with ex- Originally presented as 'part of the CBS-TV cellent visuals. Part I covers the development of theKlan; program 30 Part II compares the Klan's role today with fascism Minutes, this film explores the Klan's youthprogram and in Nazi interviews some young Klan members. While opposing Germany. Available from the Movement against Racism and the Klan, P.O. Box 11381, Birmingham, AL views are presented, they cip not adequately counter thepro- 35202; ren- r. Klan information and image. (For example, the Klan's tal: $25. plus shipping; sale, $150. grossly racist and distorted version of the Reconstruction SOURCES OF INFORMATION ON KLAN ACTIVITIES* period is presented without refutation.) Providesback- ground information for teachers, but shouldnot be used Appeal to Reason. Movement against Racism and the with students without careful preparation. Available from Klan, P.O. Box 11381, Birmingham, AL 35202 (bimonthly; the Anti-Defamation League of B'nai B'rith, 823 United Na- $3. for 6 issues, $5. for 12 issues). tions Plaza, New York, NY 10017; rental: $25. (or write Ca- rousel Films Inc., 1501 Broadway, New York, NY 10036). Facts. Anti-Defamation League of B'nai B'rith,823 United Nations Plaza, New York, NY 10017 (periodicinfor- mation bulletins). Ku Klux Klan: The Invisible Empire (45 minutes,16mm, black and white film). Fight the Right. Center for Constitutional Rights,853 Broadway, New. York, NY 10003 (twicea year; 24 each). A 1965 Emmy award-winning CBS Reportsdocumentary film. Footage of Klan activities in the early 1960'sserves as Klanwatch Intelligence Report. Southern Poverty Law good historical background. Available from theAnti-Defa- Center, 1001 South Hull Street, Montgomery, AL 36101 mation League of B'nai B'rith, 823 UnitedNations Plaza, (monthly; contribution appreciated). New York, NY 10017; rental: $20. (or write CarouselFilms Inc., 1501 Broadway, New York, NY 10036). National Anti-Klan Network Newsletter. National Anti- Klan Network, P.O. Box 10500, Atlanta, GA 30310(quar- The New Klan (58 minutes, 16mm, color film). terly; $5.). The Network also maintainsa listing of organi- Produced in 1978 fer-the Public Broadcaiting System, this zations working-to oppose the Klan. J. documentary explores Klan factions in the late 1970's, with TUFF Newsletter. Those United to Fight Fascism,P.O. particular focus on David Duke, a former Nazi whowas then Box 15366, Columbus, OH 43215 (monthly; $5. for12 head of the Knights of the Ku Klux Klan (he isnow head of issues). the National Association for the Advancement of White People). The emphasis on the factions and their leadership 'Identification as a source of information doesnot mean organiza- necessarily dates the film. Much of the anti-black and anti- tional endorsement.

st. 77 :1 ;],,I:i

We fin klan. exploits the forces of 4 hate, F? ice We the klanrelieion aye, teinatic *onion, ettes of intimidatipn, and physical violence the national polio eitpressed in civil that the Mailmen...are a "fearful conspiracy age society.. (holding] n2en silent by the terror of (their. acts d [their] power for evil." ...The evil we find ithe Original Knights of the Ku Klux Klan-is an absolute evil i rent in any secret ordpr holding itself above the law: "the na 1 tendency of all such 'organizations . . to violence and crime." ..rtniolence and crime follow as the night the day when ed men conspire against society itself. Wra 4 inmyths andisbeliefs which they think relieve them of the bligations of o citizens, klansmen pledge their first tution and give their, first loyalty to a allegiance to their Ko - YR ,.cross in flames. ...Legal tolerance /of secret societies must cease at the point where their members; assume supra. governmental powers and take the law in their] own hands....We enjoin the Original Kni g totie Xultruilifan ...from nterfer ng with ..the civil rights of Negro citizens in Washington Parish.

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