Southern Sheriffs of the Twentieth Century
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To South Africans of Color Such As My Mother, Who Came of Age in The
To South Africans of color such as my mother, who came of age in the years after 1948, when the white minority government launched the so- cial experiment known as apartheid, the United States beckoned as a country of promise and opportunity, a faraway place relatively free of the racialized degradation South Africa had come to epitomize. Americans, especially black Americans, were glamorous and well off and lived in beau- tiful homes, my mother and many in her generation believed. Although they understood that whites ran most things in America, too, it was hard to conceive of a life as oppressive as that experienced by people of color under the strictures of South African baaskaap, or white domination. As she planned to leave, my mother believed that she was escaping a country on the verge of self-destruction, its trauma highlighted by events that were increasingly capturing the world’s attention. In 1966, thousands of people had been evicted from District Six, a multiracial area in central Cape Town, and dumped on the barren wastelands of the Cape Flats. In May 1966, anti-apartheid activist Bram Fischer was sentenced to life in prison for his work with the African National Congress (ANC) and its military wing, Umkhonto we Sizwe (Spear of the Nation), and the South African Communist Party. A month later, U.S. Senator Robert F. Kennedy toured the country, speaking out against apartheid, meeting with ANC president-general Albert Luthuli, and criticizing the govern- ment in a historic speech at the University of Cape Town. In July 1966, the government banned nearly one thousand people under the Suppres- sion of Communism Act and the Riotous Assemblies Act. -
James Chaney James Earl Chaney, the Son of a Plasterer, Was Born In
Page 1 of 3 James Chaney James Earl Chaney, the son of a plasterer, was born in Meridian, Mississippi, on 30th May 1943. An early supporter of the struggle for civil rights, Chaney was suspended from school for wearing a NAACP badge. After leaving Harris Junior College he worked with his father as an apprentice plasterer. In October, 1963, Chaney began volunteer work at the Meridian office of the Congress on Racial Equality (CORE). He impressed Michael Schwerner, the head of the office, and was recommended for a full-time post with the organisation. Chaney was involved with the CORE's Freedom Summer campaign. On 21st June, 1964, Chaney, along with Andrew Goodman and Michael Schwerner, went to Longdale to visit Mt. Zion Methodist Church, a building that had been fire-bombed by the Ku Klux Klan because it was going to be used as a Freedom School. On the way back to the CORE office in Meridian, the three men were arrested by Deputy Sheriff Cecil Price. Later that evening they were released from the Neshoba jail only to be stopped again on a rural road where a white mob shot them dead and buried them in a earthen dam. When Attorney General Robert Kennedy heard that the men were missing, he arranged for Joseph Sullivan of the Federal Bureau of Investigations (FBI) to go to Mississippi to discover what has happened. On 4th August, 1964, FBI agents found the bodies in an earthen dam at Old Jolly Farm. Page 2 of 3 James Earl Chaney's mother, Fannie Chaney and brother Ben at his funeral. -
Murder in Mississippi: United States V. Price and the Struggle for Civil Rights. by Howard Ball (Lawrence, University Press of Kansas, 2004) 192 Pp
298 | BRIAN K. LANDSBERG Murder in Mississippi: United States v. Price and the Struggle for Civil Rights. By Howard Ball (Lawrence, University Press of Kansas, 2004) 192 pp. $29.95 cloth $12.95 paper Murder in Mississippi tells the story of the federal prosecution of persons charged with conspiracy to deprive three civil-rights workers, James Chaney, Andrew Goodman, and Mickey Schwerner, of their civil rights. Although the case led to a Supreme Court decision interpreting Reconstruction criminal statutes, its signiªcance lies more in what it says Downloaded from http://direct.mit.edu/jinh/article-pdf/36/2/298/1707053/0022195054741569.pdf by guest on 27 September 2021 about the history of the civil-rights era, the condition of Mississippi soci- ety in the 1960s, the growing national consciousness of racial discrimina- tion, and the structure and problems of enforcing federal laws in a resis- tant and hostile environment. Ball draws on his personal knowledge of Mississippi, along with the papers of Supreme Court justices, presidents, civil-rights organizations, the Mississippi Sovereignty Commission, and numerous secondary sources to develop a compelling narrative. Ball does not purport to pres- ent a comprehensive historical, social, and legal analysis. Instead, he paints the picture in broad strokes, selecting dramatic examples to illus- trate the story, rather than providing every fact and nuance. After short chapters introducing the book and explaining Ball’s own experiences in Mississippi beginning in 1976, Ball describes the legal and social structure of racial segregation, choosing Plessy v. Ferguson as the seminal Supreme Court decision legitimating segregation. He presents Brown v. -
Mndonovan Lesson
L E S S O N BRING IT ON!: STORIES AND STRATEGIES FOR FIRST GRADE By Maggie Nolan Donovan ncluded in this section are lessons and stories written by first-grade teacher Maggie Donovan, along with reflections on their implementation. A number of the lessons can be adapted for any grade level. Her description of how to dramatize key events can be found along with the Maggie Nolan I lesson on the Montgomery Bus Boycott in the Citizenship section. Donovan worked for The titles that follow are included in this section: the Student • Letters from the Underground Railroad Nonviolent • Sheyann Webb Coordinating Committee • “Psssst! Hey Mister!” A Classic Freedom Story (story and lesson) from 1963 to • Sit Down, Marie! Eugenia Fortes at the Hyannisport Beach 1967 during the Civil • Language Rights Move- • Sit-Ups ment. She has • Bigger Than a Hamburger taught young children on • Dollar Days Cape Cod for Bring It On!: One year I was teaching about Rosa Parks 30 years. She with Cheryl Sutter, who teaches fourth grade. One of her also teaches boys told one of my boys about hooded and robed nightriders teachers at who persecuted Rosa Parks’ family when she was young. the Wheelock The fourth-grader said they had a funny name with a lot of College k’s in it. My student brought this up during a class discussion Graduate and asked if it was the truth. I said yes and confessed that I School in left that part out because I thought it was too violent and Boston, distressing. Well, of course the first-graders were disdainful of Massachusetts, my overprotectiveness and insisted on and is a hearing the whole story. -
Applying the Jigsaw Technique to the Mississippi Burning Murders: a Freedom Summer Lesson Lindon Joey Ratliff Mississippi State University
The Councilor: A Journal of the Social Studies Volume 72 Article 4 Number 2 Volume 72 No. 2 (2011) June 2011 Applying the Jigsaw Technique to the Mississippi Burning Murders: A Freedom Summer Lesson Lindon Joey Ratliff Mississippi State University Follow this and additional works at: http://thekeep.eiu.edu/the_councilor Part of the Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, and the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons Recommended Citation Ratliff, Lindon Joey (2011) "Applying the Jigsaw Technique to the Mississippi Burning Murders: A Freedom Summer Lesson," The Councilor: A Journal of the Social Studies: Vol. 72 : No. 2 , Article 4. Available at: http://thekeep.eiu.edu/the_councilor/vol72/iss2/4 This Article is brought to you for free and open access by the Journals at The Keep. It has been accepted for inclusion in The ouncC ilor: A Journal of the Social Studies by an authorized editor of The Keep. For more information, please contact [email protected]. Ratliff: Applying the Jigsaw Technique to the Mississippi Burning Murders: Applying the Jigsaw Technique to the Mississippi Burning Murders: A Freedom Summer Lesson Lindon Joey Ratliff Mississippi State University Purpose Statement The purpose of this article is to assist social studies teachers with integrating the Jigsaw technique to the Civil Rights movement. Designed in 1971, the Jigsaw Technique was created to combat racism and assist with encouraging cooperative learning. It is the sincere hope of this author that this sample lesson will ultimately assist educators in the creation of stronger units dealing with civil rights. -
Introduction
INTRODUCTION This study guide is designed for teachers as a companion to the Pepsi Edition of the documentary Eyes on the Prize. Divided into eight segments, the Pepsi Edition is two hours long, considerably shorter than the original version of Eyes on the Prize. The teacher, using this guide with the Pepsi Edition, can present to students a balanced rendering of the major events of the civil rights movement between the landmark years 1954 and 1965. The first section of the study guide is devoted to what came before the advent of the modern civil rights movement, from the landing of the first slaves in Louisiana to the entrenchment of Jim Crow in the South. The subsequent sections of the guide, with three case studies, are devoted to the eight segments of the documentary Eyes on the Prize. Each of the eight sections includes: Synopsis Chronology Glossary Quotes Questions Two copies of Glossary, Quotes, and Questions appear in each section. One copy, with the list of questions, is to be copied and handed out to the students. The second copy, with the list of questions and (suggested) answers, is for the teachers. The Quotes and Questions often touch on the same points, and it is best to select Quotes for one segment of the documentary and Questions for another, etc. The events described in Eyes on the Prize are recent history. To be sure, we live in the aftermath of a political revolution that has no equal. But if Jim Crow is dead, his legacy lingers. I was reminded of this in February 1994. -
In Mississippi
CIVIL RIGHTS SCRAPBOOKS MISSISSIPPI EVENTS 3.10 VOLUME III PAGE 1 THROUGH PAGE 47 Memphis to Jackson march; Philadelphia slayings reopened by Justice Department; eighteen charged with slayings; seven found guilty. /V<t^ XMT^*^- '7^. Led By Meredith— Why so^quiet / 6,000 Conclude MarctMifAf^ally .lACKSON. Miss., June 26 i/pw-fhousands of flag waving Ne about noting, groes ended the maratnon Mis.sissippi civil rights marrh today with a surprisingly subdued rally behind the heavily guarded state capitol. u i ,i The imposing limestone structure was ringed hy police and National Cuardsmen as the righters asked march leaders spoke, braced to .NAA( r Ousted throw back any attempt to reach The rally, he added, would lot News Washington staff the capitol itself. The rally was Gov. Paul B .lohnson and orderly. President .lohnson know that WASHINGTON. July 21 — Rep. Thomas C, Officers estimated Ifi.nm "we are not going to let it Abernethy. D-Miss., said Wednesday in a House speech Negroes, with a few hundrec: (white supremacy) live on. be that when .lames Meredith was wounded "by a whites among them, flowed ing blamed on a few whites in light-minded citizen from Memphis, Tenn.." the White through Ihe streets to pack a Mi.s.sissippi." Great attention has IxM-n giv House made available a plane to transport a group of portion of the capitol grounds and adjacent ar(*as. en to dissension in the CIN il congressmen to Mississippi to investigate. They were led hy .Tamers H rights leaders, he said, but the 1 Meredith, Ihe slender, intense true issue is -
Selma the Bridge to the Ballot
SELMA T H E BRIDGE T O T H E BALLOT TEACHING TOLERANCE A PROJECT OF THE SOUTHERN POVERTY LAW CENTER VIEWER’S GUIDE GRADES 6-12 Selma: The Bridge to the Ballot is the story of a courageous group of Alabama students and teachers who, along with other activists, fought a nonviolent battle to win voting rights for African Americans in the South. Standing in their way: a century of Jim Crow, a resistant and segregationist state, and a federal govern- ment slow to fully embrace equality. By organizing and marching bravely in the face of intimidation, violence, arrest and even murder, these change-makers achieved one of the most significant victories of the civil rights era. The 40-minute film is recommended for students in grades 6 to 12. The Viewer’s Guide supports classroom viewing of Selma with background information, discussion questions and lessons. In Do Something!, a culminating activity, students are encouraged to get involved locally to promote voting and voter registration. For more information and updates, visit tolerance.org/selma-bridge-to-ballot. Send feedback and ideas to [email protected]. Contents How to Use This Guide 4 Part One About the Film and the Selma-to-Montgomery March 6 Part Two Preparing to Teach with Selma: The Bridge to the Ballot 16 Part Three Before Viewing 18 Part Four During Viewing 22 Part Five After Viewing 32 Part Six Do Something! 37 Part Seven Additional Resources 41 Part Eight Answer Keys 45 Acknowledgements 57 teaching tolerance tolerance.org How to Use This Guide Selma: The Bridge to the Ballot is a versatile film that can be used in a variety of courses to spark conversations about civil rights, activism, the proper use of government power and the role of the citizen. -
U.S. Department of Justice Report to the Attorny General of the State of Mississippi
U.S. DEPARTMENT OF JUSTICE REPORT TO THE ATTORNY GENERAL OF THE STATE OF MISSISSIPPI INVESTIGATION OF THE 1964 MURDERS OF MICHEAL SCHWERNER, JAMES CHANEY, AND ANDREW GOODMAN U.S. Department ofJustice, Civil Rights Division United States Attorney's Office, Southern District of Mississippi Federal Bureau of Investigation Table of Contents I. Introduction ............,......................................... ,~ ................. ,.... ,.. ·... ,,, ... ,....... ,..... ,........ ij, •••• , ........... , ••,, ............................., .......... 3 II. Factual Summary: 1964 l\llutders ................................... ~ .............................................................. :... 5 III .. Initial Federal Investigation: 19()4 11-11111•••• .. •••U••U••• .. ••....... a.............................u .............................. ~ ................................... 8 A. Initiation of Federal Investigation ....................................................................................................... 8 B. Dbcovery of Bodies.: ......................................................... : ............................................................. : 10 i C. Further Confidential"Source Infonnation ................................................................................ ~ ......... 11 [1 D. Jordan and Barnette .................................................. ,......................................................................... 11 l ij- E. Charging lhe 1967 Federal Prosecution ............................................................................................ -
Selma's Students and Teachers
THE TRUE STORY OF THE FORGOTTEN HEROES — SELMA’S STUDENTS AND TEACHERS SELMA T H E BRIDGE T O T H E BALLOT COMMUNITY SCREENING GUIDE CONTENTS Quick Start Tips for Your Screening ���������������������������������������������������������������������������������������������������������������������������� 4 How to Use This Guide ��������������������������������������������������������������������������������������������������������������������������������������������������� 5 PART ONE // About the Film and the Selma-to-Montgomery March ���������������������������������������������������������������� 6 PART TWO // Your Community ���������������������������������������������������������������������������������������������������������������������������������� 9 Resources ������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 14 Acknowledgments ��������������������������������������������������������������������������������������������������������������������������������������������������������� 15 2 THE BRIDGE TO THE BALLOT A film, a tool, a call to action Selma: The Bridge to the Ballot tells the story of the historic struggle for voting rights through the voices of the Alabama high school students and teachers who were the backbone of the Selma movement� They con- fronted a violent sheriff and a defiant governor determined to protect white supremacy at any cost� By organizing and marching bravely in the face of intimidation, violence, -
Press Coverage and the Selma-To-Montgomery March S
Ouachita Baptist University Scholarly Commons @ Ouachita Articles Faculty Publications 1993 "All They Want Is to Gain Attention": Press Coverage and the Selma-to-Montgomery March S. Ray Granade Ouachita Baptist University, [email protected] Deranda R. Granade Follow this and additional works at: https://scholarlycommons.obu.edu/articles Part of the History Commons Recommended Citation Granade, S. Ray and Granade, Deranda R., ""All They aW nt Is to Gain Attention": Press Coverage and the Selma-to-Montgomery March" (1993). Articles. 46. https://scholarlycommons.obu.edu/articles/46 This Article is brought to you for free and open access by the Faculty Publications at Scholarly Commons @ Ouachita. It has been accepted for inclusion in Articles by an authorized administrator of Scholarly Commons @ Ouachita. For more information, please contact [email protected]. “All They Want Is to Gain Attention”: Press Coverage and the Selma-to-Montgomery March by: Deranda R. and S. Ray Granade March in Alabama can be a beautiful month with warm days, cool nights, flowers bursting from the ground with vibrant yellows, reds, and violets, and greens everywhere. Jonquils push through the ground like horns resounding with the song of spring and forsythia adorns itself in gold.1 March can also fulfill the proverb “comes in like a lion, goes out like a lamb.” Alabama’s March of 1965 offered cold, wet, windy weather up until the end. But a different wind blew through Selma that month—the wind of discontent and change. For the first three months of 1965, Dr. Martin Luther King, Jr.’s Southern Christian Leadership Conference (SCLC), had conducted a voter registration drive in central Alabama’s Black Belt counties. -
Stepping Into Selma: Voting Rights History and Legacy Today
Stepping Into Selma: Voting Rights History and Legacy Today Background In this 50th anniversary year of the Selma-to-Montgomery March and the Voting Rights Act it helped inspire, national media will predictably focus on the iconic images of “Bloody Sunday,” the words of Dr. Martin Luther King Jr., the interracial marchers, and President Lyndon Johnson signing the Voting Rights Act. This version of history, emphasizing a top-down narrative and isolated events, reinforces the master narrative that civil rights activists describe as “Rosa sat down, Martin stood up, and the white folks came south to save the day.” But there is a “people’s history” of Selma that we all can learn from—one that is needed, especially now. The exclusion of Blacks and other people of color from voting is still a live issue. Sheriff’s deputies may no longer be beating people to keep them from registering to vote, but institutionalized racism continues. For example, in 2013 the Supreme Court ruled in Shelby v. Holder that the Justice Department may no longer evaluate laws passed in the former Confederacy for racial bias. And as a new movement emerges, insisting that “Black Lives Matter,” young people can draw inspiration and wisdom from the courage, imagination, and accomplishments of activists who went before. [From article by Emilye Crosby.] This lesson on the people in Selma’s voting rights movement is based on an effective format that has been used with students and teachers to introduce a variety of themes including the history and literature of Central America, the U.S.