Itinerary, Budget, Syllabus, Assignments, and Site Explanations Included Can Be Easily Utilized in the Future
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The US Civil Rights Movement Film and Documentary Suggestions Documentaries A. Philip Randolph: for Jobs and Freedom (1996)
The US Civil Rights Movement Film and Documentary Suggestions Documentaries A. Philip Randolph: For Jobs and Freedom (1996) All Power to the People (1996) At the River I Stand (1993) The Black Panthers: Vanguard of the Revolution (2015) Breaking the Huddle: The Integration of College Football (2008) Brother Outsider (2002) Chisholm ‘72: Unbought and Unbossed (2004) Eyes on the Prize (1987-1990) Freedom on My Mind (1994) Freedom Riders (2010) Freedom Summer (2014) Fundi (1981) Home of the Brave (2004) Ida Wells: A Passion for Justice (1989) James Baldwin: The Price of the Ticket (1990) King: From Montgomery to Memphis (1970) Klansville USA (2015) Love and Solidarity (2015) The Loving Story (2012) The Murder of Emmet Till (2003) Paul Robeson: Here I Stand (1999) Richard Wright- Black Boy (1994) Scarred Justice: The Orangeburg Massacre (2009) Scottsboro: An American Tragedy (2001) Simple Justice (1993) Soundtrack for a Revolution (2009) Strange Fruit (2002) A Time for Burning (1966) The Untold Story of Emmet Till (2005) We Shall Overcome (1989) You Got to Move (1985) Zora Neale Hurston: Jump at the Sun (2008) Fiction Films 42 (2013) 10,000 Black Men Named George (2002) All the Way (2016) Fences (2016) Freedom Song (2006) Ghosts of Mississippi (1996) Guess Who’s Coming to Dinner (1967) In the Heat of the Night (1967) The Long Walk Home (1990) Loving (2016) Malcolm X (1992) Mississippi Burning (1988) Rebekah Buchanan Fulbright Roving Scholar 2018-19 Updated December 2018 Murder in Mississippi (1990) Nothing but a Man (1964) A Raisin in the Sun (1961) Selma (2014) Other Film Suggestions that Connect to the CRM Documentaries 13th (2016) I Am Not Your Negro (2016) What Happened, Miss Simone? (2015) Whose Streets? (2017) Fiction Films BlacKkKlansman (2018) Detroit (2017) Do the Right Thing (1989) Fruitvale Station (2013) Hidden Figures (2017) The Hate U Give (2018) Tuskegee Airmen (1995) Rebekah Buchanan Fulbright Roving Scholar 2018-19 Updated December 2018 . -
Dr. Charles Steele Jr., SCLC President/CEO and Dr. Bernard Lafayette Jr., SCLC Chairman
WINTER 2020 January – March sclcmagazine.com Dr. Charles Steele Jr., SCLC President/CEO and Dr. Bernard LaFayette Jr., SCLC Chairman In Honor of Dr. Martin Luther . King1929 – 1968 Jr Gray Television and our employees honor the life and legacy of Dr. Martin Luther King, Jr. May his wisdom, words and dreams continue to shape our hearts and minds for years to come. GTV MKT AD 0091 MLK ad SCLC v1 horiz logo.indd 1 3/18/19 2:51 PM advertisement Proud of its past, yet focused on the future Montgomery, Alabama Ninety-one years after the birth of an Ameri- On the eve of the opening of the Memorial and can icon and 65 years since he first preached Museum, The New York Times recognized from the pulpit of historic Dexter Avenue Baptist Montgomery on its list of the 52 Best Places to Church, Dr. Martin Luther King, Jr.’s dream is Visit in 2018, further cementing its status as a alive in Montgomery, Alabama! world-class destination. These experiences have attracted hundreds of thousands, contributing Proud of its past, yet focused on the future, to an already booming tourism industry. Visitors Montgomery is becoming an international des- enjoy several new chic hotels downtown locat- tination for history, culture, technology and ed only blocks from the Memorial and Muse- commerce. Known as the Capital of Dreams, um – with more on the way. Last month’s world Montgomery played host to countless seminal premiere of Just Mercy, a biopic of EJI founder moments in this nation’s history and boasts a Bryan Stevenson, captivated audiences and legacy of leadership still propelling the communi- again spotlights the important work being done ty forward into the future. -
A Case for Recognizing Unenumerated Powers of Congress
\\server05\productn\N\NYL\9-2\NYL203.txt unknown Seq: 1 17-OCT-06 8:49 A CASE FOR RECOGNIZING UNENUMERATED POWERS OF CONGRESS Paul Boudreaux* I. INTRODUCTION Nocturnal, multi-colored, and only about three inches long, the arroyo toad lives only in sandy streambeds of coastal southern Califor- nia.1 Threatened by pollution and development, the toad is protected by a federal statute, the Endangered Species Act.2 Is such protection by Congress properly characterized as the “regulation of interstate commerce”?3 Meanwhile, a federal civil rights act prohibits a coffee shop from discriminating on the basis of gender, race, or religion in its hiring practices.4 Federal statutes both provide a mandatory prison sentence for possessing with intent to distribute a small amount of crack cocaine5 and override states from legalizing marijuana for medi- * Associate Professor, Stetson University College of Law, Tampa Bay, Florida. J.D., University of Virginia; LL.M, Georgetown University. While a trial attorney at the U.S. Department of Justice in the 1990s, the author defended the United States government in a number of Commerce Clause cases. This essay was supported by a generous grant from Stetson University College of Law. 1. For information about the biology of the arroyo toad, whose Latin name is bufo californicus, see Center for Biological Diversity, Arroyo Toad, http://www.biological diversity.org/swcbd/species/arroyotoad/ (last visited Apr. 18, 2006); San Diego Natu- ral History Museum, Bufo californicus, http://www.sdnhm.org/fieldguide/herps/bufo- cal.html (last visited Apr. 18, 2006). 2. 16 U.S.C. -
Congressional Record—House H1228
H1228 CONGRESSIONAL RECORD — HOUSE March 10, 2010 Administration, the Federal Motor rect fashion for 1,922 career profes- Whereas the courage, discipline, and sac- Carrier Safety Administration, the Na- sionals in transportation of the U.S. rifice of these marchers caused the Nation to tional Highway Traffic Safety Admin- Department of Transportation. respond quickly and positively; istration, and the Research and Inno- Again, I express admiration for Sec- Whereas eight days after Bloody Sunday, President Lyndon B. Johnson called for a vative Technology Administration. retary LaHood for taking the initiative comprehensive and effective voting rights These employees were furloughed to bring this issue forward and to find bill as a necessary response by Congress and through no fault of their own. They be- a funding solution for it as well. the President to the interference and vio- came unwitting victims of an arcane We have got to be able to pass this on lence, in violation of the 14th and 15th practice in the upper Chamber that al- a voice vote and to do good by these Amendments, encountered by African-Amer- lows one Member’s objection, irrespec- 1,922, and we need to set a good exam- ican citizens when attempting to protect and tive of merit, to grind to a halt the ple for the other body as well. exercise the right to vote; work of the American people. I yield back the balance of my time. Whereas a bipartisan Congress approved The SPEAKER pro tempore. The the Voting Rights Act of 1965 and on August As my colleagues will recall, an ob- 6, 1965, President Lyndon B. -
A Case Study of Alabama State College Laboratory High School in Historical Context, 1920-1960
A “Laboratory of Learning”: A Case Study of Alabama State College Laboratory High School in Historical Context, 1920-1960 Sharon G. Pierson Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2012 © 2012 Sharon G. Pierson All rights reserved ABSTRACT A “Laboratory of Learning”: A Case Study of Alabama State College Laboratory High School in Historical Context, 1920-1960 Sharon G. Pierson In the first half of the twentieth century in the segregated South, Black laboratory schools began as “model,” “practice,” or “demonstration” schools that were at the heart of teacher training institutions at Historically Black Colleges and Universities (HBCUs). Central to the core program, they were originally designed to develop college-ready students, demonstrate effective teaching practices, and provide practical application for student teachers. As part of a higher educational institution and under the supervision of a college or university president, a number of these schools evolved to “laboratory” high schools, playing a role in the development of African American education beyond their own local communities. As laboratories for learning, experimentation, and research, they participated in major cooperative studies and hosted workshops. They not only educated the pupils of the lab school and the student teachers from the institution, but also welcomed visitors from other high schools and colleges with a charge to influence Black education. A case study of Alabama State College Laboratory School, 1920-1960, demonstrates the evolution of a lab high school as part of the core program at an HBCU and its distinctive characteristics of high graduation and college enrollment rates, well-educated teaching staff, and a comprehensive liberal arts curriculum. -
Downloaded from Manchesterhive.Com at 09/26/2021 02:14:10AM Via Free Access the Movie-Made Movement 121
6 The movie-made Movement: civil rites of passage Sharon Monteith Memory believes before knowing remembers. (William Faulkner) Forgetting is just another kind of remembering. (Robert Penn Warren) Film history cannibalises images, expropriates themes and tech- niques, and decants them into the contents of our collective memory. Movie memories are influenced by the (inter)textuality of media styles – Fredric Jameson has gone so far as to argue that such styles displace ‘real’ history. The Civil Rights Movement made real history but the Movement struggle was also a media event, played out as a teledrama in homes across the world in the 1950s and 1960s, and it is being replayed as a cinematic event. The interrela- tionship of popular memory and cinematic representations finds a telling case study in the civil rights era in the American South. This chapter assesses what films made after the civil rights era of the 1950s and 1960s express about the failure of the Movement to sus- tain and be sustained in its challenges to inequality and racist injus- tice. It argues that popular cultural currency relies on invoking images present in the sedimented layers of civil rights preoccupa- tions but that in the 1980s and 1990s movies also tap into ‘struc- tures of feeling’. Historical verisimilitude is bent to include what Tom Hayden called in 1962 ‘a reassertion of the personal’ as part of the political, but it is also bent to re-present the Movement as a communal struggle in which ordinary southern white people are much more significant actors in the personal and even the public space of civil rights politics than was actually the case. -
Alabama African American Historic Sites
Historic Sites in Northern Alabama Alabama Music Hall of Fame ALABAMA'S (256)381-4417 | alamhof.org 617 U.S. Highway 72 West, Tuscumbia 35674 The Alabama Music Hall of Fame honors Alabama’s musical achievers. AFRICAN Memorabilia from the careers of Alabamians like Lionel Richie, Nat King Cole, AMERICAN W. C. Handy and many others. W. C. Handy Birthplace, Museum and Library (256)760-6434 | florenceal.org/Community_Arts HISTORIC 620 West College Street, Florence 35630 W. C. Handy, the “Father of the Blues” wrote beloved songs. This site SITES houses the world’s most complete collection of Handy’s personal instruments, papers and other artifacts. Information courtesy of Jesse Owens Memorial Park and Museum alabama.travel (256)974-3636 | jesseowensmuseum.org alabamamuseums.org. 7019 County Road 203, Danville 35619 The museum depicts Jesse Owens’ athletic and humanitarian achieve- Wikipedia ments through film, interactive exhibits and memorabilia. Scottsboro Boys Museum and Cultural Center (256)609-4202 428 West Willow Street, Scottsboro 35768 The Scottsboro Boys trial was the trial pertaining to nine black boys allegedly raping two white women on a train. This site contains many artifacts and documents that substantiate the facts that this trial of the early 1930’s was the beginning of the Civil Rights Movement. State Black Archives Research Center and Museum 256-372-5846 | stateblackarchives.net Alabama A&M University, Huntsville 35810 Unique archive museum center which serves as a repository of African Ameri- can history and culture providing a dialogue between present and past through archival collections and exhibits. Weeden House Museum 256-536-7718 | weedenhousemuseum.com 300 Gates Avenue, Huntsville 35801 Ms. -
PEGODA-DISSERTATION-2016.Pdf (3.234Mb)
© Copyright by Andrew Joseph Pegoda December, 2016 “IF YOU DO NOT LIKE THE PAST, CHANGE IT”: THE REEL CIVIL RIGHTS REVOLUTION, HISTORICAL MEMORY, AND THE MAKING OF UTOPIAN PASTS _______________ A Dissertation Presented to The Faculty of the Department of History University of Houston _______________ In Partial Fulfillment Of the Requirements for the Degree of Doctor of Philosophy _______________ By Andrew Joseph Pegoda December, 2016 “IF YOU DO NOT LIKE THE PAST, CHANGE IT”: THE REEL CIVIL RIGHTS REVOLUTION, HISTORICAL MEMORY, AND THE MAKING OF UTOPIAN PASTS ____________________________ Andrew Joseph Pegoda APPROVED: ____________________________ Linda Reed, Ph.D. Committee Chair ____________________________ Nancy Beck Young, Ph.D. ____________________________ Richard Mizelle, Ph.D. ____________________________ Barbara Hales, Ph.D. University of Houston-Clear Lake ____________________________ Steven G. Craig, Ph.D. Interim Dean, College of Liberal Arts and Social Sciences Department of Economics ii “IF YOU DO NOT LIKE THE PAST, CHANGE IT”: THE REEL CIVIL RIGHTS REVOLUTION, HISTORICAL MEMORY, AND THE MAKING OF UTOPIAN PASTS _______________ An Abstract of A Dissertation Presented to The Faculty of the Department of History University of Houston _______________ In Partial Fulfillment Of the Requirements for the Degree of Doctor of Philosophy _______________ By Andrew Joseph Pegoda December, 2016 ABSTRACT Historians have continued to expand the available literature on the Civil Rights Revolution, an unprecedented social movement during the 1940s, 1950s, and 1960s that aimed to codify basic human and civil rights for individuals racialized as Black, by further developing its cast of characters, challenging its geographical and temporal boundaries, and by comparing it to other social movements both inside and outside of the United States. -
“Stony the Road We Trod . . .” Exploring Alabama's Civil Rights
Dear Colleague Letter: “Stony the Road We Trod . .” Exploring Alabama’s Civil Rights Legacy, Teacher Institute July 11- 31, 2021 Alabama Humanities Foundation Dr. Martha Bouyer, Project Developer and Director Mrs. Laura Anderson, Project Administrator Mrs. Evelyn Davis, Administrative Assistant 205-558-3980 [email protected] DISCLAIMER: “THE STONY . .” INSTITUTE WILL BE OFFERED AS A RESIDENTIAL PROGRAM BARRING TRAVEL RESTRICTIONS RELATED TO COVID19. “Stony the Road We Trod . .” Exploring Alabama’s Civil Rights Legacy National Teacher Institute Presented By: Alabama Humanities Foundation Dr. Martha V. Bouyer, Project Director Table of Contents Dear Colleague Letter...................................................................................................................1 Overview of the Institute Activities and Assignments ..............................................................4 Host City - Birmingham ............................................................................................................... 4 The Civil Rights Years.................................................................................................................. 5 “It Began at Bethel” ...................................................................................................................... 5 Selma and Montgomery Alabama ............................................................................................... 7 Tuskegee Alabama ....................................................................................................................... -
Title of Lesson: Montgomery Bus Boycott: We Would Rather Walk! Suggested Grade Level: 6
Title of Lesson: Montgomery Bus Boycott: We Would Rather Walk! Suggested grade level: 6 This lesson was created as a part of the Alabama History Education Initiative, funded by a generous grant from the Malone Family Foundation in 2009. Author Information: Jimmie Freeman (Cohort 2: 2010-2011) Deshler Middle School Tuscumbia City School Tuscumbia, AL Background Information: • Information about the Montgomery Bus Boycott may be found at the Encyclopedia of Alabama Web site as well as numerous additional Web sites. • A concise article about the Montgomery Bus Boycott can be found at http://www.montgomeryboycott.com/article_overview.htm. This Web site includes an AP photo of Rosa Parks being booked and the Rosa Parks’s mug shot which was found in 2004 by Montgomery County Deputy Sheriff Derrick Cunningham, • The Rosa Parks Museum Web site contains information about Mrs. Parks and about the bus boycott; it also has photos, including ones of the Montgomery city bus on which she rode. • Download and review the documents included with the lesson: o Negroes’ Most Urgent Needs o Integrated Bus Suggestions o Rosa Parks on a bus boycott reenactment • The following books give more detailed accounts of the bus boycott: o Daybreak of Freedom: The Montgomery Bus Boycott (University of North Carolina Press, 1997) o The Montgomery Bus Boycott and the Women Who Started It: The Memoir of Jo Ann Gibson Robinson (University of Tennessee Press, 1987) o Bus Ride to Justice by Fred Gray (New South Books, 1995). Overview of lesson: This lesson begins with the conditions that led to the Montgomery Bus Boycott. -
Power Dynamics of a Segregated City: Class, Gender, and Claudette Colvin’S Struggle for Equality
Sarah Lawrence College DigitalCommons@SarahLawrence Women's History Theses Women’s History Graduate Program 9-2015 Power Dynamics of a Segregated City: Class, Gender, and Claudette Colvin’s Struggle for Equality Samantha Gordon Sarah Lawrence College Follow this and additional works at: https://digitalcommons.slc.edu/womenshistory_etd Part of the Women's History Commons Recommended Citation Gordon, Samantha, "Power Dynamics of a Segregated City: Class, Gender, and Claudette Colvin’s Struggle for Equality" (2015). Women's History Theses. 10. https://digitalcommons.slc.edu/womenshistory_etd/10 This Thesis - Open Access is brought to you for free and open access by the Women’s History Graduate Program at DigitalCommons@SarahLawrence. It has been accepted for inclusion in Women's History Theses by an authorized administrator of DigitalCommons@SarahLawrence. For more information, please contact [email protected]. Power Dynamics of a Segregated City: Class, Gender, and Claudette Colvin’s Struggle for Equality Samantha Gordon Submitted in partial completion of the Master of Arts Degree at Sarah Lawrence College September 2015 1 Table of Contents Prologue 3 Introduction 6 Chapter 1 – Montgomery 13 Chapter 2 – Claudette Colvin Daughter of the Working Class 17 Chapter 3 – Class, Gender, and Politics of the Bus Boycott 31 Conclusion 37 Bibliography 39 2 Prologue In the summer of 2014 I stumbled upon a comedic television program called Drunk History. On this television show, inebriated narrators recall historical events while actors interpret the scene. The program makes it very clear in the beginning that the narrators are drunk and this is for entertainment purposes only. The accuracy of the events is up for debate and the audience is compelled to do further research if interested. -
Let Justice Roll Down: the Civil Rights Movement Through Film (1954-1965)
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1998 Volume I: The Use and Abuse of History in Film and Video Let Justice Roll Down: The Civil Rights Movement Through Film (1954-1965) Curriculum Unit 98.01.06 by Joan Rapczynski The curriculum unit I have chosen will be incorporated into the United States History II course that is required of all eleventh graders in the city of New Haven. The unit will focus on the Civil Rights Movement during the years 1954-1965. In my past years of teaching American History, one of my goals was to make history come alive and be exciting for my students. I used a variety of techniques in the classroom recognizing the fact that students learn in a multitude of ways. One method I have found to be extremely successful is the use of visual materials. Films can bring a lesson to life. They can play a vital role in stirring up social issues of the past. Hollywood, as well as independent film companies have created many films that address the issues of the civil rights movement. In viewing a film students can acquire an incredible amount of comprehensive knowledge on a topic. Film visually recreates the time period for students. They are able to see physical gestures, cadences of speech, style of dress, style of architecture, as well as experience the environment. After viewing and discussing the film, students are usually amazed at the amount of factual knowledge they acquired while they were being entertained. I have found it to be an unusual instance when a classroom lecture can have the same impact as a powerful film.