DOCSLIB.ORG

The Martin Luther King, Jr. Papers Project from Roy Wilkins

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

22 Feb From Ralph J. Bunche '956 22 February 1956 Kew Gardens, N.Y. This telegram of support is thefirst known communication to Kingfrom the prominent African-American diplomat and winner of the 1950 Nobel Peace Prize.' REVEREND M L KING JR 309 SOUTH JACKSON STR MONTGOMERY ALA I GREET YOU AS A FELLOW AMERICAN AND A FELLOW NEGRO STOP YOU AND OUR FELLOW NEGRO CITIZENS OF MONTGOMERY ARE DOING HEROIC WORK IN THE VINEYARDS OF DEMOCRACY STOP YOUR PATIENT DETERMINATION YOUR WISDOM AND QUIET COURAGE ARE CONSTITUTING AN INSPIRING CHAPTER IN THE HISTORY OF HUMAN DIGNITY STOP YOU HAVE STEADFASTLY REFUSED TO BARTER AWAY YOUR DIGNITY AND MAY GOD BLESS YOU FOR THAT STOP YOU ARE GOOD AMERICANS AND YOU ARE ACTING IN THE SPIRIT OF THE FINEST AMERICAN TRADITION AND IN THE BEST INTERESTS OF OUR COUNTRY YOU MAY BE CONFIDENT THAT IN THE END JUSTICE AND DECENCY WILL PREVAIL STOP I GREATLY ADMIRE AND WARMLY CONGRATULATE YOU ALL I KNOW THAT YOU WILL CONTINUE STRONG IN SPIRIT AND THAT YOU WILL STAND FIRM AND UNITED IN THE FACE OF THREATS AND RESORTS TO POLICE STATE METHODS OF INTIMIDATION STOP RIGHT IS ON YOUR SIDE AND ALL THE WORLD KNOWS IT STOP RALPH J BUNCHE PHWSr. MLKP-MBU: Box 14. I. Ralph Johnson Bunche (1904-1971), born in Detroit, Michigan, earned his B.A. (1927) from the University of California, Los Angeles, and his M.A.(1928) and Ph.D. (1934) from Harvard University. While teaching at Howard University (1929- 1950),Bunche assisted Swedish sociologist Gunnar Myrdal in writing An Ama'cun Dilemma (I~M),a study of the United States' black and white race relations. During World War I1 Bunche became a War Department analyst of African and Far Eastern affairs; by 194he headed the State Department's Division of Dependent Area Affairs. 'That same year he composed the trusteeship sections of the United Nations Charter. In 1947 Bunche joined the UN Secretariat, where he developed the guidelines under which many territories gained nationhood. In 1950 Bunche became the first African-American Nobel Peace Prize winner after heading a UN peace- seeking commission that negotiated a 1949 armistice between the new state of Israel and the Arab nations. Bunche continued to direct UN peace-keeping efforts untiljust before his death in 1971. The Martin Luther King, Jr. Papers Project From Roy Wilkins 22 February 1956 Jamaica, N.Y. While meeting on 22 February in Atlanta with King, his father, and other black '34 leaders, attorney A. T Walden telephoned two NAACP lawyers, Thurgood Marshall and Arthur Shores, who promised him that King would have the NAACP’sfull legal 24 Feb support.’ Wilkins conveys a similar message in this telegram sent the same afternoon. ‘956 In a statement released the next day, Wilkins derided the indictments as the actions of a ‘police state,” while Marshall promised that ‘<wehave agreed to use all of the resources of the NAACP” in defending the indicted leaders.2 REV M L KING 309 SOUTH JACKSON MONTGOMERY ALA ALL OUR PEOPLE OVER THE NATION AND MILLIONS OF FRIENDS STAND WITH YOU AND YOUR COURAGEOUS FELLOW CITIZENS AS YOU ANSWER THE INDICTMENT OF THE GRAND JURY. WE WILL CONTINUE TO OFFER LEGAL ADVICE UPON YOUR REQUEST. PLEASE DO NOT HESITATE TO CALL UPON US. ROY WILKINS PHWSr. MLKP-MBU: Box 67, I. King, Stride Toward Freedom, pp. 145-146. Arthur Davis Shores (‘go+-), a native of Birmingham, received his B.A. (1927) from Talladega College and his LL.B. (1935) from Lasalle Extension Univer- sity. He joined the NAACP legal staff in 1944and devoted his legal career to civil rights law in Alabama, including Autherine Lucy’s desegregation case against the University of Alabama. 2. NAACP press release, “NAACP Support Pledged to Bus Protest Victims,” 23 February. When the bus boycott began, Roy Wilkins noted privately that the NAACP “will not officially enter the [Rosa Parks] case or use its legal staff on any other basis than the abolition of segregated seating on the city buses. We could not enter an Alabama case asking merely for more polite segregation” (Roy Wilkins to W. C. Patton, 27 December 1955). “Negroes Pledge to Keep Boycott,” by Wayne Phillips 24 February 1956 New York, N.Y. At a prayer meeting on 23 February, King re$ected on his arrest that day and promised to continue using the weapons of love and protest to effect change. Several thousand peopk attended the mass meeting at Ralph Abernathy S First Baptist Church, including many reporters. Thefollowing quotationsfrom Kings speech appeared in a New York Times article the next day, itsJirstfront9age article on the &us boycott. The Martin Luther King, Jr. Papers Project Rev. Martin Luther King Jr., head of the Montgomery Improvement Associa- tion, which has directed the eighty-day boycott, told the gathering that the pro- test was not against a single incident but over things that “go deep down into the archives of history.” “We have known humiliation, we have known abusive language, we have been plunged into the abyss of oppression,” he told them. “And we decided to rise up 135 .
Recommended publications
  • Notable Alphas Fraternity Mission Statement

    Notable Alphas Fraternity Mission Statement

    ALPHA PHI ALPHA NOTABLE ALPHAS FRATERNITY MISSION STATEMENT ALPHA PHI ALPHA FRATERNITY DEVELOPS LEADERS, PROMOTES BROTHERHOOD AND ACADEMIC EXCELLENCE, WHILE PROVIDING SERVICE AND ADVOCACY FOR OUR COMMUNITIES. FRATERNITY VISION STATEMENT The objectives of this Fraternity shall be: to stimulate the ambition of its members; to prepare them for the greatest usefulness in the causes of humanity, freedom, and dignity of the individual; to encourage the highest and noblest form of manhood; and to aid down-trodden humanity in its efforts to achieve higher social, economic and intellectual status. The first two objectives- (1) to stimulate the ambition of its members and (2) to prepare them for the greatest usefulness in the cause of humanity, freedom, and dignity of the individual-serve as the basis for the establishment of Alpha University. Table Of Contents Table of Contents THE JEWELS . .5 ACADEMIA/EDUCATORS . .6 PROFESSORS & RESEARCHERS. .8 RHODES SCHOLARS . .9 ENTERTAINMENT . 11 MUSIC . 11 FILM, TELEVISION, & THEATER . 12 GOVERNMENT/LAW/PUBLIC POLICY . 13 VICE PRESIDENTS/SUPREME COURT . 13 CABINET & CABINET LEVEL RANKS . 13 MEMBERS OF CONGRESS . 14 GOVERNORS & LT. GOVERNORS . 16 AMBASSADORS . 16 MAYORS . 17 JUDGES/LAWYERS . 19 U.S. POLITICAL & LEGAL FIGURES . 20 OFFICIALS OUTSIDE THE U.S. 21 JOURNALISM/MEDIA . 21 LITERATURE . .22 MILITARY SERVICE . 23 RELIGION . .23 SCIENCE . .24 SERVICE/SOCIAL REFORM . 25 SPORTS . .27 OLYMPICS . .27 BASKETBALL . .28 AMERICAN FOOTBALL . 29 OTHER ATHLETICS . 32 OTHER ALPHAS . .32 NOTABLE ALPHAS 3 4 ALPHA PHI ALPHA ADVISOR HANDBOOK THE FOUNDERS THE SEVEN JEWELS NAME CHAPTER NOTABILITY THE JEWELS Co-founder of Alpha Phi Alpha Fraternity; 6th Henry A. Callis Alpha General President of Alpha Phi Alpha Co-founder of Alpha Phi Alpha Fraternity; Charles H.
  • Civil Rights Movement and the Legacy of Martin Luther

    Civil Rights Movement and the Legacy of Martin Luther

    RETURN TO PUBLICATIONS HOMEPAGE The Dream Is Alive, by Gary Puckrein Dr. Martin Luther King, Jr.: Excerpts from Statements and Speeches Two Centuries of Black Leadership: Biographical Sketches March toward Equality: Significant Moments in the Civil Rights Movement Return to African-American History page. Martin Luther King, Jr. This site is produced and maintained by the U.S. Department of State. Links to other Internet sites should not be construed as an endorsement of the views contained therein. THE DREAM IS ALIVE by Gary Puckrein ● The Dilemma of Slavery ● Emancipation and Segregation ● Origins of a Movement ● Equal Education ● Montgomery, Alabama ● Martin Luther King, Jr. ● The Politics of Nonviolent Protest ● From Birmingham to the March on Washington ● Legislating Civil Rights ● Carrying on the Dream The Dilemma of Slavery In 1776, the Founding Fathers of the United States laid out a compelling vision of a free and democratic society in which individual could claim inherent rights over another. When these men drafted the Declaration of Independence, they included a passage charging King George III with forcing the slave trade on the colonies. The original draft, attributed to Thomas Jefferson, condemned King George for violating the "most sacred rights of life and liberty of a distant people who never offended him." After bitter debate, this clause was taken out of the Declaration at the insistence of Southern states, where slavery was an institution, and some Northern states whose merchant ships carried slaves from Africa to the colonies of the New World. Thus, even before the United States became a nation, the conflict between the dreams of liberty and the realities of 18th-century values was joined.
  • Reverend Jesse Jackson

    Reverend Jesse Jackson

    Fulfilling America's "Single Proposition" By Reverend Jesse L. Jackson, Sr. NAACP Address Philadelphia, Pennsylvania July, 14, 2004 What has made America appealing and respected around the world? Is it our $12 trillion Gross Domestic Product and general affluence - the richest nation in history? That has great appeal, but it's not the essence of what makes America great. Is it our military might? After-all, we're the only superpower in the world. Certainly the world is aware of our might, but our military is not so much respected as feared. Is it our diversity, the fact that people from many different nations, religions and races live together in relative peace? That's important, but not our central idea. The Democratic Party Platform - in the "A Strong, Respected America" section - says: "Alone among nations, America was born in pursuit of an idea - that a free people with diverse beliefs could govern themselves in peace. For more than a century, America has spared no effort to defend and promote that idea around the world." Well there's a kernel of truth in there, but, using their words, "just over a century ago" all Americans were not free. The Democratic Party held our grandparents in slavery. So that's selective memory and revisionist history. The "single proposition" that makes America great and appealing around the world was written by Thomas Jefferson on July 4, 1776, in the Declaration of Independence - the rationale for the founding of our nation - that "all men (and women) are created equal." Even though Thomas Jefferson, a slave holder, did not practice or live up to his own words, it's his "single proposition" that America has sought to fulfill ever since.
  • Roy Wilkins Papers [Finding Aid]. Library Of

    Roy Wilkins Papers [Finding Aid]. Library Of

    Roy Wilkins Papers A Finding Aid to the Collection in the Library of Congress Manuscript Division, Library of Congress Washington, D.C. 1997 Revised 2010 April Contact information: http://hdl.loc.gov/loc.mss/mss.contact Additional search options available at: http://hdl.loc.gov/loc.mss/eadmss.ms002001 LC Online Catalog record: http://lccn.loc.gov/mm81075939 Prepared by Allan Teichroew and Paul Ledvina Revised by Allan Teichroew Collection Summary Title: Roy Wilkins Papers Span Dates: 1901-1980 Bulk Dates: (bulk 1932-1980) ID No.: MSS75939 Creator: Wilkins, Roy, 1901-1981 Extent: 28,200 items ; 76 containers ; 30.7 linear feet Language: Collection material in English Location: Manuscript Division, Library of Congress, Washington, D.C. Summary: Civil rights leader and journalist. Correspondence, memoranda, diary, manuscripts of speeches, newspaper columns, and articles, subject files, reports, minutes, committee, board, and administrative material, printed material, and other papers relating primarily to Wilkins's career with the National Association for the Advancement of Colored People (NAACP) in various positions between 1931 and 1977, especially his service as executive director (1965-1977). Selected Search Terms The following terms have been used to index the description of this collection in the Library's online catalog. They are grouped by name of person or organization, by subject or location, and by occupation and listed alphabetically therein. People Carter, Robert L., 1917-2012--Correspondence. Current, Gloster B. (Gloster Bryant), 1913-1997--Correspondence. Du Bois, W. E. B. (William Edward Burghardt), 1868-1963. Evers, Charles, 1922- --Correspondence. Farmer, James, 1920- --Correspondence. Franklin, Chester Arthur, 1880-1955--Correspondence. Hastie, William, 1904-1976--Correspondence.
  • Teaching the March on Washington

    Teaching the March on Washington

    Nearly a quarter-million people descended on the nation’s capital for the 1963 March on Washington. As the signs on the opposite page remind us, the march was not only for civil rights but also for jobs and freedom. Bottom left: Martin Luther King Jr., who delivered his famous “I Have a Dream” speech during the historic event, stands with marchers. Bottom right: A. Philip Randolph, the architect of the march, links arms with Walter Reuther, president of the United Auto Workers and the most prominent white labor leader to endorse the march. Teaching the March on Washington O n August 28, 1963, the March on Washington captivated the nation’s attention. Nearly a quarter-million people—African Americans and whites, Christians and Jews, along with those of other races and creeds— gathered in the nation’s capital. They came from across the country to demand equal rights and civil rights, social justice and economic justice, and an end to exploitation and discrimination. After all, the “March on Washington for Jobs and Freedom” was the march’s official name, though with the passage of time, “for Jobs and Freedom” has tended to fade. ; The march was the brainchild of longtime labor leader A. PhilipR andolph, and was organized by Bayard RINGER Rustin, a charismatic civil rights activist. Together, they orchestrated the largest nonviolent, mass protest T in American history. It was a day full of songs and speeches, the most famous of which Martin Luther King : AFP/S Jr. delivered in the shadow of the Lincoln Memorial. top 23, 23, GE Last month marked the 50th anniversary of the march.
  • Step Four: Instructional Matrix, Section 1 Topic

    Step Four: Instructional Matrix, Section 1 Topic

    TEACHING TOLERANCE A TOOL FOR TEACHING A PROJECT OF THE SOUTHERN POVERTY LAW CENTER THE MOVEMENT TOLERANCE.ORG Step Four: Instructional Matrix, Section 1 Topic: Essential Question(s): LEADERS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards GROUPS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards © 2014 Teaching Tolerance CIVIL RIGHTS DONE RIGHT TEACHING TOLERANCE A TOOL FOR TEACHING A PROJECT OF THE SOUTHERN POVERTY LAW CENTER THE MOVEMENT TOLERANCE.ORG STEP FOUR: INSTRUCTIONAL MATRIX, SECTION 1 (CONTINUED) Topic: EVENTS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards HISTORICAL CONTEXT Content/topics Key concepts and vocabulary Strategies and skills Materials Standards © 2014 Teaching Tolerance CIVIL RIGHTS DONE RIGHT TEACHING TOLERANCE A TOOL FOR TEACHING A PROJECT OF THE SOUTHERN POVERTY LAW CENTER THE MOVEMENT TOLERANCE.ORG STEP FOUR: INSTRUCTIONAL MATRIX, SECTION 1 (CONTINUED) Topic: OPPOSITION Content/topics Key concepts and vocabulary Strategies and skills Materials Standards TACTICS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards © 2014 Teaching Tolerance CIVIL RIGHTS DONE RIGHT TEACHING TOLERANCE A TOOL FOR TEACHING A PROJECT OF THE SOUTHERN POVERTY LAW CENTER THE MOVEMENT TOLERANCE.ORG STEP FOUR: INSTRUCTIONAL MATRIX, SECTION 1 (CONTINUED) Topic: CONNECTIONS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards © 2014 Teaching Tolerance CIVIL RIGHTS DONE RIGHT TEACHING TOLERANCE A TOOL FOR TEACHING A PROJECT OF THE SOUTHERN POVERTY LAW CENTER THE MOVEMENT TOLERANCE.ORG Step Four: Instructional Matrix, Section 1 (SAMPLE) Topic: 1963 March on Washington Essential Question(s): How do the events and speeches of the 1963 March on Washington illustrate the characteristics of the civil rights movement as a whole? LEADERS Content/topics Key concepts and vocabulary Martin Luther King Jr., A.
  • By James King B.A., Samford University, 2006 M.L.I.S., University

    By James King B.A., Samford University, 2006 M.L.I.S., University

    THE STRUGGLE CONTINUES: ARCHIVAL APPROACHES TO CIVIL RIGHTS IN NORTHERN IRELAND AND THE AMERICAN SOUTH by James King B.A., Samford University, 2006 M.L.I.S., University of Alabama, 2007 M.A., Boston College, 2009 Submitted to the Graduate Faculty of School of Computing and Information in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2018 UNIVERSITY OF PITTSBURGH SCHOOL OF COMPUTING AND INFORMATION This dissertation was presented by James King It was defended on November 16, 2017 and approved by Dr. Sheila Corrall, Professor, Library and Information Science Dr. Andrew Flinn, Reader in Archival Studies and Oral History, Information Studies, University College London Dr. Alison Langmead, Associate Professor, Library and Information Science Dissertation Advisor: Dr. Richard J. Cox, Professor, Library and Information Science ii Copyright © by James King 2018 iii THE STRUGGLE CONTINUES: ARCHIVAL APPROACHES TO CIVIL RIGHTS IN NORTHERN IRELAND AND THE AMERICAN SOUTH James King, PhD University of Pittsburgh, 2018 When police and counter-protesters broke up the first march of the Northern Ireland Civil Rights Association (NICRA) in August 1968, activists sang the African American spiritual, “We Shall Overcome” before disbanding. The spiritual, so closely associated with the earlier civil rights struggle in the United States, was indicative of the historical and material links shared by the movements in Northern Ireland and the American South. While these bonds have been well documented within history and media studies, the relationship between these regions’ archived materials and contemporary struggles remains largely unexplored. While some artifacts from the movements—along with the oral histories and other materials that came later—remained firmly ensconced within the archive, others have been digitally reformatted or otherwise repurposed for a range of educational, judicial, and social projects.
  • 1 Steven H. Hobbs1 I Plucked My

    1 Steven H. Hobbs1 I Plucked My

    INTRODUCTION ALABAMA’S MIRROR: THE PEOPLE’S CRUSADE FOR CIVIL RIGHTS Steven H. Hobbs1 I plucked my soul out of its secret place, And held it to the mirror of my eye To see it like a star against the sky, A twitching body quivering in space, A spark of passion shining on my face. from I Know by Soul, by Claude McKay2 On April 4, 2014, The University of Alabama School of Law hosted a symposium on the Civil Rights Act of 1964. The papers presented at that symposium are included in this issue of the Alabama Civil Rights & Civil Liberties Law Review. The symposium was an opportunity to reflect on the reasons and history behind the Act, its implementation to make real the promises of the Constitution and the Declaration of Independence, and the continuing urgency to make the principles of the Act a reality. We, in essence, plucked out the soul of our constitutional democracy’s guarantee of equality under the law and held it up for self-reflection. In introducing the symposium, I note the description that appeared in the program stating the hope for the event: This symposium is a commemoration of the 50th anniversary of the enactment of the Civil Rights Act of 1964. The passage of the Act marked the beginning of a new era of American public life. At the time it was enacted, the Civil Rights Act of 1964 was perceived by many to be the codified culmination of decades of 1 Tom Bevill Chairholder of Law, University of Alabama School of Law.
  • Civil Rights History Project Interview Completed by the Southern Oral

    Civil Rights History Project Interview Completed by the Southern Oral

    Civil Rights History Project Interview completed by the Southern Oral History Program under contract to the Smithsonian Institution’s National Museum of African American History & Culture and the Library of Congress, 2013 Interviewee: Cecilia Suyat Marshall Interview Date: June 29, 2013 Location: Falls Church, Virginia Interviewer: Emilye Crosby Videographer: John Bishop Length: 30:49 minutes [Sounds of conversation, laughter, children’s voices, and other activity going on in the church where the interview takes place. The sounds continue in the background throughout the interview.] Emilye Crosby: Ready, John? John Bishop: We’re back on. Emilye Crosby: Okay. What was your awareness or impression of race growing up in Hawaii at that time? Cecilia Suyat Marshall: I really didn’t have any idea at all, because I went to school with different nationalities, Japanese, Filipino, Chinese, and I think there was only one Negro family in the whole section where I was. They didn’t have any children. EC: Um-hmm. Cecilia Suyat Marshall, June 29, 2013 2 CM: And it wasn’t really until I went to New York that I found out about the racial problem. EC: I was going to ask: What was it like to go to New York after—? CM: It was great. I loved it. EC: Yeah? CM: See, my father was still trying to break up my—[laughs] EC: [Laughs] CM: But it’s funny the way things are, because I went to New York and got into Columbia University for a stenographic session. And then, by that time, I got a job. And my father said, “Well, if you love New York, you’ve got to support yourself.
  • Mcleod Bethune Papers: the Bethune Foundation Collection Part 2: Correspondence Files, 1914–1955

    Mcleod Bethune Papers: the Bethune Foundation Collection Part 2: Correspondence Files, 1914–1955

    A Guide to the Microfilm Edition of BLACK STUDIES RESEARCH SOURCES Microfilms from Major Archival and Manuscript Collections General Editors: John H. Bracey, Jr. and August Meier BethuneBethuneMaryMary McLeod PAPERS THE BETHUNE FOUNDATION COLLECTION PART 2: CORRESPONDENCE FILES, 19141955 UNIVERSITY PUBLICATIONS OF AMERICA A Guide to the Microfilm Edition of BLACK STUDIES RESEARCH SOURCES Microfilms from Major Archival and Manuscript Collections General Editors: John H. Bracey, Jr. and August Meier Mary McLeod Bethune Papers: The Bethune Foundation Collection Part 2: Correspondence Files, 1914–1955 Editorial Adviser Elaine Smith Alabama State University Project Coordinator Randolph H. Boehm Guide Compiled by Daniel Lewis A microfilm project of UNIVERSITY PUBLICATIONS OF AMERICA An Imprint of CIS 4520 East-West Highway • Bethesda, MD 20814-3389 Library of Congress Cataloging-in-Publication Data Bethune, Mary McLeod, 1875–1955. Mary McLeod Bethune papers [microform] : the Bethune Foundation collection microfilm reels. : 35 mm. — (Black studies research sources) Contents: pt. 1. Writings, diaries, scrapbooks, biographical materials, and files on the National Youth Administration and women’s organizations, 1918–1955. pt. 2. Correspondence Files, 1914–1955. / editorial adviser, Elaine M. Smith: project coordinator, Randolph H. Boehm. Accompanied by printed guide with title: A guide to the microfilm edition of Mary McLeod Bethune papers. ISBN 1-55655-663-2 1. Bethune, Mary McLeod, 1875–1955—Archives. 2. Afro-American women— Education—Florida—History—Sources. 3. United States. National Youth Administration—History—Sources. 4. National Association of Colored Women’s Clubs (U.S.)—History—Sources. 5. National Council of Negro Women— History—Sources. 6. Bethune-Cookman College (Daytona Beach, Fla.)—History— Sources.

  • Constance Baker Motley

    THE HONORABLE CONSTANCE BAKER MOTLEY The Honorable Constance Baker Motley is an extraordinary person, and one of the noteworthy and surprising facts about her is how little has been written about her life and work. If, after this presentation, you are interested in learning more about her, you might read her autobiography, Equal Justice Under Law,1 and you might watch a videotape of a 1988 interview of her conducted by Alfred Aman, Professor and former dean at the Indiana University School of Law at Bloomington.2 Our library can secure the videotape for you through interlibrary loan. The bibliography lists other materials relevant to her life and work. Here are several striking facts about Constance Baker Motley, any one of which would make her worthy of serious study. She was the fifth woman, and the first Black woman, appointed to the federal bench.3 She served for almost twenty years, from 1946 to 1964, as staff attorney with the NAACP Legal Defense and Educational Fund, Inc., and was part of the "inner circle" responsible for Brown v. Board of Education, a case that many consider to be the most important of the twentieth century.4 She represented James Meredith in his successful attempt to integrate the University of Mississippi, integration that was accomplished only with the 1Constance Baker Motley, Equal Justice Under the Law (1998). 2An interview with Judge Constance Baker Motley conducted by Alfred C. Aman (1988). 3Linn Washington, Black Judges on Justice (1995), p. 760. 4Michael J. Klarman, From Jim Crow to Civil Rights: The Supreme Court and the Struggle for Racial Equality, (2004), p.
  • Civil Rights Done Right a Tool for Teaching the Movement TEACHING TOLERANCE

    Civil Rights Done Right a Tool for Teaching the Movement TEACHING TOLERANCE

    Civil Rights Done Right A Tool for Teaching the Movement TEACHING TOLERANCE Table of Contents Introduction 2 STEP ONE Self Assessment 3 Lesson Inventory 4 Pre-Teaching Reflection 5 STEP TWO The "What" of Teaching the Movement 6 Essential Content Coverage 7 Essential Content Coverage Sample 8 Essential Content Areas 9 Essential Content Checklist 10 Essential Content Suggestions 12 STEP THREE The "How" of Teaching the Movement 14 Implementing the Five Essential Practices 15 Implementing the Five Essential Practices Sample 16 Essential Practices Checklist 17 STEP FOUR Planning for Teaching the Movement 18 Instructional Matrix, Section 1 19 Instructional Matrix, Section 1 Sample 23 Instructional Matrix, Section 2 27 Instructional Matrix, Section 2 Sample 30 STEP FIVE Teaching the Movement 33 Post-Teaching Reflection 34 Quick Reference Guide 35 © 2016 Teaching Tolerance CIVIL RIGHTS DONE RIGHT // 1 TEACHING TOLERANCE Civil Rights Done Right A Tool for Teaching the Movement Not long ago, Teaching Tolerance issued Teaching the Movement, a report evaluating how well social studies standards in all 50 states support teaching about the modern civil rights movement. Our report showed that few states emphasize the movement or provide classroom support for teaching this history effectively. We followed up these findings by releasingThe March Continues: Five Essential Practices for Teaching the Civil Rights Movement, a set of guiding principles for educators who want to improve upon the simplified King-and-Parks-centered narrative many state standards offer. Those essential practices are: 1. Educate for empowerment. 2. Know how to talk about race. 3. Capture the unseen. 4. Resist telling a simple story.