DOCSLIB.ORG

Freedom Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Freedom Schools FREEDOM SCHOOLS BY VIOLA M. BROOKS President California State Association of Colored Women's Clubs, Inc. rt n,A"t'Oll h ( '-l in . ·~o rill a tor, AN ACCOUNT OF A NEW AND POWERFUL INSTRUMENT IN THE CIVIL RIGHTS FIELD TODAY / ( I COVER: Drawing by Charles White. Used by permission of the artist. The John Henry and Mary Louisa Dunn Bryant Foundation Los Angeles 29, California Printed in the United States of America Printed by the Bryant Foundation for the Cali­ fornia State Association of Colored Women's Clubs, Inc. Additional copies, at twenty-five cents each, may be obtained at the Aquarian Spiritual Center Book­ shop, 1302 West Santa Barbara Avenue, Los Angeles 37, California. January, 1965. .25 v q n fl tl a1 SOMETHING NEW: THE FREEDOM SCHOOL MOVEMENT. Something new appeared on the American scene in 1964. Something honest, modest, youthful. Some­ thing (now that we can look back on it) very determined, fearless and moral in the finest sense of the word. Something America has needed for a long time. America will yet thank everyone who had anything at all to do with it. For this new thing will have a lot to do in the next few years, literally, with saving America from the social gangrene of discrimination - our country's inheritance from 250 years of slavery followed by 100 years of misery inflicted on "second­ class" citizens through segregation, intimidation, Jim Crow and lynching. The new and powerful instrument is the FREEDOM SCHOOL MOVEMENT. The MISSISSIPPI SUMMER PROJ·ECT and the FREEDOM SCHOOL MOVEMENT grew out of a long succession of struggles for equality. The participants in the Project were and are mainly students, but they have drawn into the work many important adult forces from both inside and outside of Mississippi. That all participants were willing to risk arrests, beatings and even death is an especially noteworthy factor. Coordination of the work of all civil rights organi­ zations in the state was the chief factor guaranteeing their success. The vision of what to do was both modest and practical. The achieved result for the Summer Project was twice what had been expected and projected. The entire effort moved harmoniously toward a continuation of the plan on a twelve-months basis; the summer work merged into fall and winter work, and everyone recognized this was an inevitable direc­ tion in which to move. But the tremendous thing, the great thing, was the maturing of view which occurred as the summer con­ frontation took place: the Freedom Schools served; they met the local need; and leadership was found and was trained and did go back to hundreds of 3 communities where it is right now acting as leaven in the growing political consciousness of urban and rural communities all over Mississippi. More: the Freedom Schools had national impact. Students from all over the country went back to their campuses, carrying with them the story of what Mis­ sissippi really is like. Many nadonal stories appeared in magazines like the Saturday Evening Post, the Reporter, the New Republic, the Nadon and LIFE; and honest accounts of their activities appeared in the New York Times and ocher newspapers. There were radio and television interviews, such as the David Susskind "Open End" discussion with nine of the young people who were down there. A book about the Project and the Schools was written. Many lawyers, many academic leaders, were involved, and took back to their communities the horrifying truth that a police state exists within our borders denying every elementary human right to forty per cent of the American cidzens living there. CHARACTERIZATION OF THE FREEDOM SCHOOLS: For the Project is no Madison Avenue dream, no Advertising Council creation. It is so down-to-earth that it has shaken the very foundations of white supremacy in Mississippi. And the Freedom Schools are nor just "classes," nor are they mere "discussion groups." The Freedom Schools are centers in which local leadership of the liberation movement is being shaped. The Freedom Schools are training camps in which policies and program are examined in the light of experience, and corrective steps are proposed, debated and agreed upon. The Freedom Schools are forums where mistakes can be analyzed freely and where steps to remedy incorrect actions may be critically debated by the participants in the struggles. The Freedom Schools are planning rooms where the younger officers in the a rmy of liberation can examine and correct their own shortcomings, where they can react collectively to emergencies, and where they can participate in mapping tomorrow's cam- 4 paigns on better lines than yesterday's. The hot steel of determination is forged in struggle; but it takes continuing, regular analysis to uncover errors and to evolve correct strategy, and better tac­ tics and methods of work. The Freedom Schools are forms of organization which make continuing, regu­ lar, discussion and analysis possible. But at the same time they are in the midst of struggle, and are effec­ tive channels for coordination of struggle. The con­ solidation and strengthening of the unity achieved in struggle is one of the most valuable functions of the Freedom Schools. COORDINATION, COOPERATION AND MIRACLES OF COUR~GE. For a long time, ;nd in many parts of the country, we have been needing centers in which leadership could be developed; we have been in great need of training camps where our new and youthful leader­ ship could have experience; we have needed forums where our own efforts, and the actions and policies of the prejudiced could be examined and discussed; we have needed an organized way in which our young people could come to grips with themselves in the sense of recognizing their own shortcomings and attempting to correct them; coordination has been an ideal, but until the Freedom School Movement we did not have the key to practical coordination on a statewide basis. ' For long, too, we have needed the type of program that could and would inspire the cooperation U:ation­ ally of men and women of character and determina­ tion. In the Mississippi Summer Project, with its Freedom School orientation, we found that type of program. It meets the ieeds of this period; it is flexible and adaptable and yet disciplined and practical. When I think of the miracles of courage that grew out of the Freedom School Movement; when I con­ sider the love expressed in death by the three young men of Philadelphia, Mississippi; when I regard the results - two thousand young people trained in the very heart country of Prejudice- I am overwhelmed with happiness and hope! We all owe a great debt of gratitude, and our full 5 support, to the courageous young people who brought into existence in 1964 the greatly needed civil rights training mechanism of the Freedom School Move­ ment. We should give all possible aid to the over-all organization-COFO, the Council of Federated Organizations-and to SNCC, the Student Nonviolent Coordinating Committee, which is the group reportedly providing around three out of every four field workers and dollars at COFO. What better mechanism do we need? What more productive fo.rm of organization does anyone propose for the current period and circumstances? Does any­ one know a better way to assist our youth to the full and useful lives they desire and deserve? Is there any better method of dealing at local levels with multiple­ faced reaction than through trained youth steeled in struggle? To all these questions there is only one answer: The Freedom School Movement is the mechanism and the form of organization best adapted to today's needs in the South; and adaptations of the idea for other parts of the country should be developed as quickly as possible. A REPORT TO OUR STATE BOARD­ AND A NEWSPAPER ARTICLE. Now I would like to tell you how the Mississippi Project and the Freedom School Movement came to the attention of our Federation in California. It was June of 1964 and we were attending a State Board meeting in Fresno. Our California State Asso­ ciation of Colored Women's Clubs had a heavy agenda, but we made way for a report by a young white student who had flown from New York to Los Angeles the night before expressly so chat she could bring us up to dare on the civil rights situation in Georgia, Alabama and Mississippi. Her report couched us deeply. We decided then and there co find ways to help. The srudenr returned the same day to Los Angeles. The next morning, wanting co gee word about the struggle our to as many people as possible, she visited several newspaper offices. I am going to quote tn full one of rhe stories It written then, as an introduction to what I am going :s to say about Freedom Schools. The article, by Joel Garcia, was headlined AN "OUTSIDER" IN THE DEEP SOUTH: 11 .. .. .. .. (! When an "outsider" from the North travels to the ~t deep South to fight for civil rights he must expect p beatings and sometimes humiliating experiences. r Even if the "outsider" happens to be a 25-year-old blue-eyed dishwater blond, like Joyce Barrett, a mem­ e ber of the Student Nonviolent Coordinating Com­ e mittee. Visiting San Fernando this week on a whirl-wind, state-to-state, fund-raising tour, the Philadelphia civil­ rightist told of her personal experiences at the hands of Atlanta, Georgia police and of a man who "beat n me in the street during a sit-in demonstration." "One of the most humiliating experiences I had was when a female secretary in the Atlanta Police n Department, on the orders of police, stripped me of 's all my clothes in front of a cell full of male pris­ '" oners," she said.
Load more

Recommended publications
  • Freedom Teachers : Northern White Women Teaching in Southern Black Communities, 1860'S and 1960'S
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2001 Freedom teachers : Northern White women teaching in Southern Black communities, 1860's and 1960's. Judith C. Hudson University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Hudson, Judith C., "Freedom teachers : Northern White women teaching in Southern Black communities, 1860's and 1960's." (2001). Doctoral Dissertations 1896 - February 2014. 5562. https://scholarworks.umass.edu/dissertations_1/5562 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. FREEDOM TEACHERS: NORTHERN WHITE WOMEN TEACHING IN SOUTHERN BLACK COMMUNITIES, 1860s AND 1960s A Dissertation Presented by JUDITH C. HUDSON Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 2001 Social Justice Education Program © Copyright by Judith C. Hudson 2001 All Rights Reserved FREEDOM TEACHERS: NORTHERN WHITE WOMEN TEACHING IN SOUTHERN BLACK COMMUNITIES, 1860s AND 1960s A Dissertation Presented by JUDITH C. HUDSON Approved as to style and content by: Maurianne Adams, Chair ()pMyu-cAI oyLi Arlene Voski Avakian, Member ACKNOWLEDGMENTS . I would like to acknowledge the financial support of the American Association of University Women. I received a Career Development Grant which allowed me, on a full¬ time basis, to begin my doctoral study of White women’s anti-racism work.
    [Show full text]
  • SCLC Places Archive at Emory Historical Records to Become Destination for Civil Rights Research
    March 6, 2008 Contact: Elaine Justice of Emory University, 404-727-0643, [email protected] Contact: Keisha Ray of SCLC, 404-522-1420 ext. 23, [email protected] For Immediate Release SCLC Places Archive at Emory Historical Records to Become Destination for Civil Rights Research Emory University and the Southern Christian Leadership Conference (SCLC) announced March 6 that the SCLC has placed its archive with Emory's Manuscript, Archives, and Rare Book Library (MARBL). "Emory is delighted to care for, catalog and share this unique intellectual resource with visitors from around the city and the world," says Emory Provost Earl Lewis. "SCLC played a signal role in the nation's struggles over civil rights. By helping to preserve that legacy we honor the past by connecting it to the present and the future." "Placing the SCLC archive with Emory ensures that the organization's materials will enrich understanding of history, culture and non-violence for generations to come," says SCLC President Charles Steele. The SCLC was co-founded in New Orleans, La., on Feb. 14, 1957, by Martin Luther King, Jr. and other African American leaders from across the South with the purpose of advancing the cause of racial equality. Its archive, contained in 1,100 boxes, is the second-largest collection placed with MARBL, surpassed in size only by the Sam Nunn congressional archive. The bulk of the SCLC materials date from 1968 to 1977, during the terms of SCLC's two longest-serving presidents: Ralph David Abernathy and Joseph Lowery. SCLC Archive Photos Document Civil Rights Movement Included in the archive are correspondence; press releases, speeches and other SCLC staff writings; SCLC publications; membership records; clippings and other collected print materials; photographs; audio cassette tapes; and videotapes.
    [Show full text]
  • Mississippi Freedom Summer: Compromising Safety in the Midst of Conflict
    Mississippi Freedom Summer: Compromising Safety in the Midst of Conflict Chu-Yin Weng and Joanna Chen Junior Division Group Documentary Process Paper Word Count: 494 This year, we started school by learning about the Civil Rights Movement in our social studies class. We were fascinated by the events that happened during this time of discrimination and segregation, and saddened by the violence and intimidation used by many to oppress African Americans and deny them their Constitutional rights. When we learned about the Mississippi Summer Project of 1964, we were inspired and shocked that there were many people who were willing to compromise their personal safety during this conflict in order to achieve political equality for African Americans in Mississippi. To learn more, we read the book, The Freedom ​ Summer Murders, by Don Mitchell. The story of these volunteers remained with us, and when ​ this year’s theme of “Conflict and Compromise” was introduced, we thought that the topic was a perfect match and a great opportunity for us to learn more. This is also a meaningful topic because of the current state of race relations in America. Though much progress has been made, events over the last few years, including a 2013 Supreme Court decision that could impact voting rights, show the nation still has a way to go toward achieving full racial equality. In addition to reading The Freedom Summer Murders, we used many databases and ​ ​ research tools provided by our school to gather more information. We also used various websites and documentaries, such as PBS American Experience, Library Of Congress, and Eyes on the Prize.
    [Show full text]
  • Download a Transcript of the Episode
    Scene on Radio Freedom Summer (Season 4, Episode 7) Transcript http://www.sceneonradio.org/s4-e7-freedom-summer/ John Biewen: A content warning: this episode includes descriptions of intense violence, and the use of a racial slur. Chenjerai Kumanyika: So John, when you look at history the way that we’re looking at it in this series, sometimes I start to get tempted to make really sloppy historical comparisons. You know what I mean? ‘Cause that’s easy to do. John Biewen: It is easy to do. What’s that expression: history doesn’t repeat itself, but it does often rhyme. And it’s easy to get carried away trying to hear those rhymes. Chenjerai Kumanyika: In the scholarly world, we learn to have nuance and not to do that, but, you know, sometimes, I myself have been guilty. I worked on this podcast, Uncivil, about the Civil War, and during that time I was like, everything is just like 1861. I would be at dinner parties and people are like Chenj, we get it, to 1 understand anything, like a movie–we have to go back to the 19th century, we understand. John Biewen: Yeah. Or, you know, the United States today is Germany 1933! Right? Well, maybe it is, somedays it seems to be, but yeah, you try not to get too carried away reading the newspaper every morning. Chenjerai Kumanyika: Absolutely. That said, I do think it’s really important to think about the themes and continuities and lessons that we can really learn from history. And today’s episode has me thinking about political parties, and this kinda never-ending struggle that they have between what gets called party “unity,” or maintaining a “big tent,” and then on the other hand really trying to stick to or imagine more ambitious or even radical policy positions that vulnerable groups within the base of the party care about.
    [Show full text]
  • Sisters of the Mississippi Struggle : Examining the Contributions by Women to the Fight for Otingv Equality in Mississippi in the Early 1960S
    University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2015 Sisters of the Mississippi struggle : examining the contributions by women to the fight for otingv equality in Mississippi in the early 1960s. Morgan Ackerman, 1980- University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the History Commons Recommended Citation Ackerman,, Morgan 1980-, "Sisters of the Mississippi struggle : examining the contributions by women to the fight for voting equality in Mississippi in the early 1960s." (2015). Electronic Theses and Dissertations. Paper 2145. https://doi.org/10.18297/etd/2145 This Master's Thesis is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. SISTERS OF THE MISSISSIPPI STRUGGLE: EXAMING THE CONTRIBUTIONS BY WOMEN TO THE FIGHT FOR VOTING EQUALITY IN MISSISSIPPI IN THEE ARLY 1960s By: Morgan Ackerman M.A. University of Louisville, 2015 A Thesis Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville in Partial Fulfilment of the Requirements for the Degree of Master of Arts in History Department of History University of Louisville Louisville, Kentucky May 2015 Copyright 2015 by Morgan Ackerman All Rights Reserved SISTERS OF THE MISSISSIPPI STRUGGLE: Examining the Contributions of Women to the Fight for Voting Equality in Mississippi in the Early 1960s By: Morgan Ackerman M.A., University of Louisville, 2015 A ThesisApproved on 14 April 2015 By the Following Thesis Committee: ----------------------------------- Dr.
    [Show full text]
  • The Voice of Freedom
    NOW! The Voice Of Freedom No , .:.. 'lOll Lynch St., Jackson, · Miss. - , COLLEGE STUDENTS CONVENE HIGH SCHOOL CONFERENCE On April 25 approximately 100 On May 2, 200-300 high school students representxng 7 colleges students attended a state-wide in Mississippi~(Tougaloo, Jackson conference at Tougaloo. There were State, Alcorn,- Miss. Industrial, representatives from all over the M~ry Holmes, and Rust) gathered state, from rural as well as urban on t he campus of Tougaloo College areas. for an all day conference. The p~ogram started off with Free Ella Baker spoke on the role ~om songs, followed by a speech by of the student in the movement; Gwen Gillon on "The Role of the Stu St aughton Lynd and Harold Barti- dents in the Movement. 11 Then work­ m; lli spoke on student civil liber-·shops were held on "What Can You Do?': t ies;· severa 1 COFO workers spoke I u the afternoon a speech, "The on the COFO programs. Role of the Church in the Movement" The students held worksh~ps in w~s given by Rev. Grady Paulson. the a fternoon, discussing 11 \·Jhat Jerry .Austin spoke on the Mississippi Can We Do?" .After reports from the Union,. and led a discussion. Stu-­ workshtbps a state -wide student dents from different a rea s of the str ucture was set up tq plan for state participated in the discussion further action. about what they as students had done Pa rticular attention was pa id in the ~llovement. the problem of the Alcorn students - the ir dismissa l had ocurred just t hree da ys earli er.
    [Show full text]
  • The Lessons of Freedom Summer
    Equal Education The Lessons of Freedom Summer By Kathy Emery, Ph.D s a former history teacher and current organizer in San Francisco, my primary interest in the orginial Freedom A School Curriculum is twofold:1 It demonstrates that if society is to be improved, curriculum and pedagogy must be based on the asking of questions, not the answering of them. Secondly, it proves that history is fundamental to understanding the mechanisms of repression today and to the process of empowering students to be active agents of change. I have taken the explicit goals of the Freedom School Reform as Social Reform School’s Citizenship Curriculum2—asking questions Since education is inextricably connected to the to improve society and using history to understand social, political, and economic structures of society, the mechanisms of repression and liberation—as school reform must be part of a social movement. It models for my own thinking about education reform was no coincidence that students at the 1964 today. In placing Freedom Schools within the context Mississippi Freedom School convention included the 20 of the history of alternative education reform3 to topics of integration of public accommodations, promote more proactive thinking about school reform housing, education, health, foreign affairs, federal aid, today, I have come to the following conclusions: discrimination in hiring, the plantation system, civil 1. Teachers must be a part of the community in liberties, law enforcement, city maintenance, voting which they teach. and direct action in their platform.4 The topics are 2. School reform must be part of a social reform still relevant (one could substitute the corporate movement.
    [Show full text]
  • Expert Group #1: Origins of Freedom Schools
    Expert Group #1: Origins of Freedom Schools Images from www.CRMvet.org NOTE: Most of the following sources are primary documents from the 1964 Freedom Schools, provided by Education & Democracy, Civil Rights Movement Veterans, and the University of Southern Mississippi Digital Collections. DISCUSSION QUESTIONS …………………………………………………………………………………... 2 ROOTS & URGENCY Origins of the Freedom Schools ………………………………………………………………………… 3 New Houses of Liberty (excerpt) ….…………………………………………………………………….. 4 Prospectus for a Summer Freedom School Program by Charles Cobb (excerpt) ……………………….. 6 MAKING THE FREEDOM SCHOOLS A REALITY Freedom Summer Brochure - including advertisement for Freedom School ………………………….. 8 Mississippi Student Union Brochure (2 page excerpt) .……………………………………….……..… 10 Profile of typical Freedom Schools (excerpt) ………………………………………………………….. 11 Map of Freedom Summer Projects in Mississippi ……………………………………………………... 13 LONG-TERM IMPACTS Overview of impact of Freedom Schools ……………………………………………………………… 14 Brochure recruiting for year-round Freedom Schools ……………………………………………….… 15 1 DISCUSSION QUESTIONS - Origins Expert Group 1) Describe the Freedom Schools: where did they take place? Who participated? How were Freedom Schools in the summer of 1964 different from regular schools during the school-year at that time? 2) Why do you think the organizers of Freedom Summer included a proposal for the Freedom Schools? What factors led to the urgency of the development of these Freedom Schools? 3) What kind of words, images, and information did the
    [Show full text]
  • Freedom Schools Then and Now: a Transformative Approach to Learning
    Freedom Schools Then and Now: A Transformative Approach to Learning Freedom Schools Then and Now: A Transformative Approach to Learning Marcia Watson University of North Carolina, Charlotte, North Carolina, USA Abstract The purpose of this paper is to provide a historical and conceptual link between Ella Baker’s Freedom School model and Paulo Freire’s demand for critical education and emancipatory learning. Ella Baker, situated in the daunting environment of the Civil Rights Movement, saw education as a tool for social mobility for Mississippi residents in 1964. Paulo Freire, likewise, demanded that educational changes be made for the social plight of Brazilian citizens. This need for liberating education spanned across decades and is still needed today. Under the leadership of the Children’s Defense Fund ® (CDF), Freedom Schools still exist today as summer literacy programs for youth. This paper will provide a historical overview of the original 1964 Freedom Schools program and a programmatic snapshot of the current Children’s Defense Fund (CDF) Freedom Schools program. In addition, this paper will explore the academic and social benefits that Freedom Schools offers, while outlining the imperativeness of the program’s social action component for students. Keywords: Freedom Schools, social mobility, transformative education, emancipatory learning, multiculturalism, critical education, social action Introduction A historical overview of African American education is critically important due to many misconceived notions about Black students, Black achievement, and Black aptitude. Misconceptions about the achievement gap and IQ testing have been eradicated through contemporary studies, but the damages have nevertheless branded African American students 170 | P a g e Marcia Watson with substandard academic abilities (King, 2005; Perry, Steele, & Hilliard, 2003).
    [Show full text]
  • Civil Rights Movement: Freedom Summer 1964
    Henegan1 Civil Rights Movement: Freedom Summer 1964 The Education of African Americans- 1950 to the Present Christina Henegan The Ohio State University Henegan2 The Civil Rights movement was a time when people from all over the United States came together to build awareness and support for equal rights. The Civil Rights Movement was making headlines, and, by 1963, it was in the media every day (Boyd, 2004). The pictures were frightening and the divide between supporters and non-supporters was growing. By the summer of 1964, many players in the civil rights movement were prepared to make their efforts more serious and, in turn, more political. Activists hoped to educate African Americans about the importance of voting and build an awareness in politics that the African American vote was an important one and that issues significant to African American people needed to be addressed. African Americans, as well as white civil rights activists, were ready to support a movement and, with the death of Louis Allen, Bob Moses felt that the summer of 1964 was the time to do it (Boyd, 2004). The Freedom Summer of 1964 was initiated with the goal of registering black people in the South to vote. Volunteers were trained in Oxford, Ohio to register voters, teach at Freedom Schools and support the movement in any other ways possible. They were trained in non-violent responses and about a coalition of Mississippi civil rights groups, the Council of Federated Organizations (COFO) (Carson & Bauerlein, 2003, p. 266). The Student Nonviolent Coordinating Committee (SNCC) was a group of young black activists who had been fighting for equal rights for years.
    [Show full text]
  • Mississippi Freedom Summer, 1964
    Mississippi Freedom Summer, 1964 By Bruce Hartford Copyright © 2014. All rights reserved. For the winter soldiers of the Freedom Movement Contents Origins The Struggle for Voting Rights in McComb Mississippi Greenwood & the Mississippi Delta The Freedom Ballot of 1963 Freedom Day in Hattiesburg Mississippi Summer Project The Situation The Dilemma Pulling it Together Mississippi Girds for Armageddon Washington Does Nothing Recruitment & Training 10 Weeks That Shake Mississippi Direct Action and the Civil Rights Act Internal Tensions Lynching of Chaney, Schwerner & Goodman Freedom Schools Beginnings Freedom School Curriculum A Different Kind of School The Freedom School in McComb Impact The Medical Committee for Human Rights (MCHR) Wednesdays in Mississippi The McGhees of Greenwood McComb — Breaking the Klan Siege MFDP Challenge to the Democratic Convention The Plan Building the MFDP Showdown in Atlantic City The Significance of the MFDP Challenge The Political Fallout Some Important Points The Human Cost of Freedom Summer Freedom Summer: The Results Appendices Freedom Summer Project Map Organizational Structure of Freedom Summer Meeting the Freedom Workers The House of Liberty Freedom School Curriculum Units Platform of the Mississippi Freedom School Convention Testimony of Fannie Lou Hamer, Democratic Convention Quotation Sources [Terminology — Various authors use either "Freedom Summer" or "Summer Project" or both interchangeably. This book uses "Summer Project" to refer specifically to the project organized and led by the Student Nonviolent Coordinating Committee (SNCC) and the Council of Federated Organizations (COFO). We use "Freedom Summer" to refer to the totality of all Freedom Movement efforts in Mississippi over the summer of 1964, including the efforts of medical, religious, and legal organizations (see Organizational Structure of Freedom Summer for details).
    [Show full text]
  • CIVIL RIGHTS HIST 232—American Nation: 1877-Present Kelly Obernuefemann
    CIVIL RIGHTS HIST 232—American Nation: 1877-Present Kelly Obernuefemann “The greatest movement for social justice our country has ever known is the civil rights movement and it was totally rooted in a love ethic.” --bell hooks Articles Beyerlein, Kraig, and Kenneth T. Andrews. "Black Voting During the Civil Rights Movement: A Micro-level Analysis." Social Forces 87, no. 1 (September 2008): 65-93. Academic Search Complete, EBSCOhost (accessed March 10, 2017). Link: Black Voting During the Civil Rights Movement "Flight of the "Liberals" Across the Thin Ice." Saturday Evening Post 219, no. 32 (February 8, 1947): 152. Academic Search Complete, EBSCOhost (accessed March 10, 2017). Link: Flight of the "Liberals" Across the Thin Ice NOTE: “The article focuses on the development of a new American progressive movement. Despite the establishment of various movements, the group is still seeking for a loyal and liberal organization. In desperation, a group of these harassed intellectual individuals have tossed aside their remaining robes of prophecy and become Americans for Democratic Action.” Joiner, Lottie L. "The Pioneers of the Civil Rights Movement 1963-2013." Essence 44, no. 1 (May 2013): 118. Academic Search Complete, EBSCOhost (accessed March 10, 2017). Link: Pioneers of the Civil Rights Movement Litwack, Leon F. "Fight the Power!" The Legacy of the Civil Rights Movement." Journal of Southern History 75, no. 1 (February 2009): 3-28. Academic Search Complete, EBSCOhost (accessed March 10, 2017). Link: Fight the Power Moore Clemons, Kristal. "I've Got to Do Something for My People: Black Women Teachers of the 1964 Mississippi Freedom Schools." Western Journal of Black Studies 38, no.
    [Show full text]