The Birmingham Campaign, 1963
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How Did the Civil Rights Movement Impact the Lives of African Americans?
Grade 4: Unit 6 How did the Civil Rights Movement impact the lives of African Americans? This instructional task engages students in content related to the following grade-level expectations: • 4.1.41 Produce clear and coherent writing to: o compare and contrast past and present viewpoints on a given historical topic o conduct simple research summarize actions/events and explain significance Content o o differentiate between the 5 regions of the United States • 4.1.7 Summarize primary resources and explain their historical importance • 4.7.1 Identify and summarize significant changes that have been made to the United States Constitution through the amendment process • 4.8.4 Explain how good citizenship can solve a current issue This instructional task asks students to explain the impact of the Civil Rights Movement on African Claims Americans. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How can good citizenship solve a current issue? (4.8.4) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How did the 14th What role did Plessy v. What impacts did civic How did Civil Rights Amendment guarantee Ferguson and Brown v. leaders and citizens have legislation affect the Supporting Questions equal rights to U.S. Board of Education on desegregation? lives of African citizens? impact segregation Americans? practices? Students will analyze Students will compare Students will explore how Students will the 14th Amendment to and contrast the citizens’ and civic leaders’ determine the impact determine how the impacts that Plessy v. -
Jo Ann Gibson Robinson, the Montgomery Bus Boycott and The
National Humanities Center Resource Toolbox The Making of African American Identity: Vol. III, 1917-1968 Black Belt Press The ONTGOMERY BUS BOYCOTT M and the WOMEN WHO STARTED IT __________________________ The Memoir of Jo Ann Gibson Robinson __________________________ Mrs. Jo Ann Gibson Robinson Black women in Montgomery, Alabama, unlocked a remarkable spirit in their city in late 1955. Sick of segregated public transportation, these women decided to wield their financial power against the city bus system and, led by Jo Ann Gibson Robinson (1912-1992), convinced Montgomery's African Americans to stop using public transportation. Robinson was born in Georgia and attended the segregated schools of Macon. After graduating from Fort Valley State College, she taught school in Macon and eventually went on to earn an M.A. in English at Atlanta University. In 1949 she took a faculty position at Alabama State College in Mont- gomery. There she joined the Women's Political Council. When a Montgomery bus driver insulted her, she vowed to end racial seating on the city's buses. Using her position as president of the Council, she mounted a boycott. She remained active in the civil rights movement in Montgomery until she left that city in 1960. Her story illustrates how the desire on the part of individuals to resist oppression — once *it is organized, led, and aimed at a specific goal — can be transformed into a mass movement. Mrs. T. M. Glass Ch. 2: The Boycott Begins n Friday morning, December 2, 1955, a goodly number of Mont- gomery’s black clergymen happened to be meeting at the Hilliard O Chapel A. -
LDF Mourns the Loss of Congressman John Lewis, Legendary and Beloved Civil Rights Icon Today, LDF Mourns the Loss of the Honora
LDF Mourns the Loss of Congressman John Lewis, Legendary and Beloved Civil Rights Icon Today, LDF mourns the loss of The Honorable John Lewis, an esteemed member of Congress and revered civil rights icon with whom our organization has a deeply personal history. Mr. Lewis passed away on July 17, 2020, following a battle with pancreatic cancer. He was 80 years old. “I don’t know of another leader in this country with the moral standing of Rep. John Lewis. His life and work helped shape the best of our national identity,” said Sherrilyn Ifill, LDF’s President & Director-Counsel. “We revered him not only for his work and sacrifices during the Civil Rights Movement, but because of his unending, stubborn, brilliant determination to press for justice and equality in this country. “There was no cynicism in John Lewis; no hint of despair even in the darkest moments. Instead, he showed up relentlessly with commitment and determination - but also love, and joy and unwavering dedication to the principles of non-violence. He spoke up and sat-in and stood on the front lines – and risked it all. This country – every single person in this country – owes a debt of gratitude to John Lewis that we can only begin to repay by following his demand that we do more as citizens. That we ‘get in the way.’ That we ‘speak out when we see injustice’ and that we keep our ‘eyes on the prize.’” The son of sharecroppers, Mr. Lewis was born on Feb. 21, 1940, outside of Troy, Alabama. He grew up attending segregated public schools in the state’s Pike County and, as a boy, was inspired by the work of civil rights activists, including Dr. -
Memory of the Civil Rights Movement in Textbooks, Juvenile Biography, and Museums
ABSTRACT JOHNSON, CHRISTINE RENEE GOULD. Celebrating a National Myth: Memory of The Civil Rights Movement in Textbooks, Juvenile Biography, and Museums. (Under the direction of Dr. Katherine Mellen Charron). The Civil Rights Movement (CRM) is commemorated at movement anniversaries, during Black History Month, and every Martin Luther King Jr. Day. However, some historians argue these public versions do not tell a full story of the CRM, over-simplifying it and portraying it as a story of inevitable progress. Relying on a “mythic” version of this critical event in the nation’s history, the mainstream narrative has little explanatory power. This makes it easier for some to dismiss ongoing struggles for racial equality and more difficult for future generations to learn from movement’s successes and failures. This thesis examines other kinds of CRM history that inform the public. Many learn about the movement as youth through educational mediums like high school textbooks and children’s literature, and people of all ages encounter it in museums. I ask what version of CRM history each of these present, inquiring how interpretations have evolved over time and the degree to which they reflect changes in scholarship. Spanning a total of fifty-four years, this study finds surprisingly little change in textbook narratives beyond token additions that nod to some advancements in the historiography. Juvenile biographies of CRM luminaries published in recent decades present a deeper history, often with a longer chronology, but relay an overly optimistic outlook about what the movement accomplished. Civil rights museums in the South vary in their depictions, with the strongest interpretations appearing in the most recently opened or renovated. -
What Made Nonviolent Protest Effective During the Civil Rights Movement?
NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 5011th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? © Bettmann / © Corbis/AP Images. Supporting Questions 1. What was tHe impact of the Greensboro sit-in protest? 2. What made tHe Montgomery Bus Boycott, BirmingHam campaign, and Selma to Montgomery marcHes effective? 3. How did others use nonviolence effectively during the civil rights movement? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 11th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? 11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – PRESENT): Racial, gender, and New York State socioeconomic inequalities were addressed By individuals, groups, and organizations. Varying political Social Studies philosophies prompted debates over the role of federal government in regulating the economy and providing Framework Key a social safety net. Idea & Practices Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Staging the Discuss tHe recent die-in protests and tHe extent to wHicH tHey are an effective form of nonviolent direct- Question action protest. Supporting Question 1 Supporting Question 2 Supporting Question 3 Guided Student Research Independent Student Research What was tHe impact of tHe What made tHe Montgomery Bus How did otHers use nonviolence GreensBoro sit-in protest? boycott, the Birmingham campaign, effectively during tHe civil rights and tHe Selma to Montgomery movement? marcHes effective? Formative Formative Formative Performance Task Performance Task Performance Task Create a cause-and-effect diagram tHat Detail tHe impacts of a range of actors Research the impact of a range of demonstrates the impact of the sit-in and tHe actions tHey took to make tHe actors and tHe effective nonviolent protest by the Greensboro Four. -
Viewer's Guide
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. -
Building Racial Bridges: Why We Can't Wait by Martin Luther King, Jr
Building Racial Bridges: Why We Can’t Wait by Martin Luther King, Jr. February 2, 2016 Discussion led by Collin College Professor Michael Phillips Background information: “Jim Crow” was a character in the minstrel shows where white entertainers would blacken their faces and perform satirical reviews of current events as if they were African Americans. The Jim Crow Laws came to set the boundaries of segregation. Racial separation rose after slavery and became legal in the 1880’s. At that time poor whites had the distinction of never being someone’s property, bought or sold, or families separated. With the 13th (abolishing slavery), 14th (giving blacks citizenship), and 15th (giving blacks voting rights) amendments being passed, poor whites became discontent. They had no distinctive rights over the Negro. Populism, a radical movement working for justice and equal rights for all, rose in the 1880’s and ‘90’s. It involved the support of both black and white farmers working together toward economic justice and represented a threat to the Southern economic power structure. Two types of segregation: De jure – by law, evident in the South (separate schools, doors for public places, separate Bibles for swearing in, even the emergency blood supply, black women not allowed to try on or even touch clothes before purchase) De facto – practiced in the North (understood parameters, cultural, redlining in which banks and realtors would keep people of color out of certain neighborhoods) Populist Movement collapsed in 1896 with the re-establishing of segregation laws. 1919 Red Summer – labeled for the volume of blood shed, whites attacking blacks. -
BIRMINGHAM PUBLIC LIBRARY Department of Archives and Manuscripts
BIRMINGHAM PUBLIC LIBRARY Department of Archives and Manuscripts Connor, Theophilus Eugene 'Bull' Papers, 1951, 1957-1963 Background: Theophilus Eugene Connor was born in Dallas County, Alabama in 1897. Trained as a telegraph operator, Connor settled in Birmingham in the 1920s and worked as a radio sports announcer. Capitalizing on his popularity with radio listeners and his well-known nickname (,Bull'), Connor entered politics in 1934 and was elected to the Alabama House of Representatives. Connor was elected Public Safety Commissioner of Birmingham in 1937, a position that gave him administrative authority over the city's police and fire departments, public schools, public health and the public libraries. He held this position until 1954, and held the position again from 1958 to 1963 when he was forced from office by a change in the city form of government. During his long political career Connor ran two unsuccessful campaigns for governor of Alabama and was a leader of the 1948 Dixiecrat revolt. From 1964 to 1973 he served as President of the Alabama Public Service Commission, the state agency that regulates public utilities. Connor died in Birmingham in 1973. Eugene 'Bull' Connor is most famous for his staunch defense of racial segregation and for ordering the use of police dogs and fire hoses to disperse civil rights demonstrators in Birmingham during the spring of 1963. Scope and Content: These papers, which consist of letters, memoranda, clippings, photographs, and reports are the office files kept by Connor during his last five years as Commissioner of Public Safety. The papers from Connor's earlier terms were destroyed when he left office in 1954. -
The Perceptions of Race and Identity in Birmingham
SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Capstone Collection SIT Graduate Institute Spring 5-25-2014 The eP rceptions of Race and Identity in Birmingham: Does 50 Years Forward Equal Progress? Lisa Murray SIT Graduate Institute Follow this and additional works at: https://digitalcollections.sit.edu/capstones Part of the Political History Commons, Race, Ethnicity and Post-Colonial Studies Commons, and the Social History Commons Recommended Citation Murray, Lisa, "The eP rceptions of Race and Identity in Birmingham: Does 50 Years Forward Equal Progress?" (2014). Capstone Collection. 2658. https://digitalcollections.sit.edu/capstones/2658 This Thesis (Open Access) is brought to you for free and open access by the SIT Graduate Institute at SIT Digital Collections. It has been accepted for inclusion in Capstone Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. The Perceptions of Race and Identity in Birmingham: Does 50 Years Forward Equal Progress? Lisa Jane Murray PIM 72 A Capstone Paper submitted in partial fulfillment of the requirements for a Master of Arts in Conflict Transformation and Peacebuilding at SIT Graduate Institute in Brattleboro, Vermont, USA. May 25, 2014 Advisor: John Ungerleider I hereby grant permission for World Learning to publish my capstone on its websites and in any of its digital/electronic collections, and to reproduce and transmit my CAPSTONE ELECTRONICALLY. I understand that World Learning’s websites and digital collections are publicly available via the Internet. I agree that World Learning is NOT responsible for any unauthorized use of my capstone by any third party who might access it on the Internet or otherwise. -
Alabama Civil Rights History Tour 6 Days - 5 Nights August 23 - 28, 2021
ALABAMA CIVIL RIGHTS HISTORY TOUR 6 DAYS - 5 NIGHTS AUGUST 23 - 28, 2021 $850 per person double occupancy $1,150 per person single occupancy Limited availability; $100 deposit (cash/check) to reserve you space today! Make checks payable to ASK JEWEL TRAVEL …. credit card fees apply. Balance due by July 1, 2021 PACKAGE INCLUDES: * Overnight lodging to and from Alabama * 3 Nights lodging (1 Night in Birmingham & 2 Nights in Montgomery) * 5 Breakfasts * 3 Dinners * BIRMINGHAM: Civil Rights Institute & Museum, 16th Street Baptist Church, & Kelly Ingram Park * SELMA: Brown's Chapel & Edmund Pettus Bridge * MONTGOMERY: Dexter Avenue Baptist Church, Rosa Parks Museum, National Memorial for Peace & Justice, & the Legacy Museum: From Enslavement to Mass Incarceration * Visit to Freedom Riders Museum in Montgomery l * Visit to Bethel Baptist Church in Birmingham * Visit to Tuskegee Airmen National Historic Site * Tour of Atlanta * Souvenir gift * Luggage handling in Alabama * Taxes and meal gratuities * Motorcoach transportation Cancellation insurance available upon request. For information and reservations, please register on line at www.askjeweltravel.com or contact your travel agent below. Jewel Eubanks, Owner Edna Lowe-Martin P.0. Box 6332 (301) 943-6419 Largo, MD 20792 [email protected] (301) 906-9199 www.askjeweltravel.com Twana Brooks [email protected] (301) 458-0102 [email protected] CLICK HERE TO REGISTER ALABAMA'S CIVIL RIGHTS HISTORY TOUR 6 DAYS - 5 NIGHTS The sample itinerary described below is approximately like the itinerary your group will be following during your stay. However, the exact times, days, and destinations may vary for your group. DAY 1 A morning departure from your hometown has you heading for Greenville, SC for overnight lodging (pack an overnight bag); dinner is on your own tonight. -
MARTIN LUTHER KING and the PHILOSOPHY of NONVIOLENCE Wikimedia Commons Wikimedia
Bill of Rights Constitutional Rights in Action Foundation SUMMER 2017 Volume 32 No4 MARTIN LUTHER KING AND THE PHILOSOPHY OF NONVIOLENCE Wikimedia Commons Wikimedia Martin Luther King, Jr. addressing the crowd of about 250,000 people at the March on Washington in August 1963. Martin Luther King, Jr. is remembered for his achievements The man, who turned out to be an American Nazi Party in civil rights and for the methods he used to get there — member, continued to flail. namely, nonviolence. More than just a catchphrase, more than just the “absence of violence,” and more than just a tactic, The integrated audience at first thought the whole nonviolence was a philosophy that King honed over the thing was staged, a mock demonstration of King’s non- course of his adult life. It has had a profound, lasting influ- violent philosophy in action. But as King reeled, and real ence on social justice movements at home and abroad. blood spurted from his face, they began to realize it was In September 1962, King convened a meeting of the no act. Finally, several SCLC members rushed the stage Southern Christian Leadership Conference (SCLC), the to stop the attack. main organizational force behind his civil rights activism, But they stopped short when King shouted, “Don’t in Birmingham, Alabama. King was giving a talk on the touch him! Don’t touch him! We have to pray for him.” need for nonviolent action in the face of violent white The SCLC men pulled the Nazi off King, who was beaten racism when a white man jumped on stage and, without so badly he couldn’t continue the speech. -
Dinner Table Discussions About Selma
A Dinner Table Discussion: Selma Selma is a historical drama, not a documentary, based on the 1965 voting rights marches from Selma to Montgomery, Alabama. These marches were bravely led by Hosea Williams, James Bevel, and Dr. Martin Luther King Jr. Although the South was legally desegregated by the Civil Rights Act of 1964, discrimination remained rampant, making it nearly impossible for African Americans to exercise their voting rights and responsibilities. For more than 30 years, Facing History and Ourselves has been augmenting our rigorous academic content with compelling films like Selma. In Facing History and Ourselves classrooms, teachers would place this historical motion picture in the larger context of the American Civil Rights Movement. We also believe that the classroom extends into the community, and the important issues raised in the film should be discussed among adolescents and the adults in their lives. Here are some guided questions that a parent or another adult can use to engage youth in a post-viewing discussion of Selma: 1. Which scene in the film stood out to you the most and why? 2. The film is called “Selma” and not Dr. King. Why do you think this name was chosen? 3. What does this film add to your understanding of the Civil Rights Movement? 4. What would you like to know more about? 5. How the world is better today because of what Dr. King and others fought for? 6. What are some ways in which we need to improve to become a more tolerant and inclusive nation? 7. What can you do among your friends and in your school to make sure that you and others are living up to what Dr.