Tired of Giving In: an Experiment in Narrative Unfolding
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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 . -
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. -
Beyond the Stereotypes: a Guide to Resources for Black Girls and Young Women
DOCUMENT RESUME ED 275 772 UD 025 155 AUTHOR Wilson, Geraldine, Comp.; Vassall, Merlene, Comp. TITLE Beyond the Stereotypes: A Guide to Resources for Black Girls and Young Women. INSTITUTION National Black Child Development Inst., Inc., Washington, D.C. SPONS AGENCY Women's Educational Equity Act Program (ED), Washington, DC. PUB DATE 86 NOTE 71p.; Educational Equity for Black Girls Project: Building Achievement Motivation, Counteracting the Stereotypes. AVAILABLE FROMNational Black Child Development Inst., 1463 Rhode Island Ave., N.W., Washington, DC 20005 ($8.50). PUB TYPE Guides - General (050) -- Reference Materials - Bibliographies (131) -- Reports - Evaluative/Feasibility (142) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Adolescents; Annotated Bibliographies; Black Attitudes; Black Culture; *Black Literature; *Blacks; *Black Youth; *Females; Films; *Preadolescents; Preschool Children; *Resource Materials ABSTRACT This resource guide lists books, records, and films that provide a realistic and wholesome depiction of what it means to be a black girl or woman. Organized according to medium and appropriate age ranges, it includes a brief annotation for each item. Suggestions for use of the guide are provided, as are the following criteria for selecting resources for black girls: (1) accurate presentation of history; (2) non-stereotypical characterization; (3) non-derogatory language and terminology; and (4) illustrations demonstrating the diversity of the black experience. Also included are distributors and -
BLACK HISTORY – PERTH AMBOY PUBLIC SCHOOLS Black History in Kindergarten
BLACK HISTORY – PERTH AMBOY PUBLIC SCHOOLS Black History in Kindergarten Read and Discuss and Act out: The Life's Contributions of: Ruby Bridges Bill Cosby Rosa Parks Booker T. Washington Dr. Martin Luther King Jr. Jackie Robinson Louie Armstrong Wilma Rudolph Harriet Tubman Duke Ellington Black History in 1st Grade African Americans Read, Discuss, and Write about: Elijah McCoy, Booker T. Washington George Washington Carver Mathew Alexander Henson Black History in 2nd Grade Select an African American Leader Students select a partner to work with; What would you like to learn about their life? When and where were they born? Biography What accomplishments did they achieve in their life? Write 4-5 paragraphs about this person’s life Black History 3rd & 4th Graders Select a leader from the list and complete a short Biography Black History pioneer Carter Godwin Woodson Boston Massacre figure Crispus Attucks Underground Railroad leader Harriet Tubman Orator Frederick Douglass Freed slave Denmark Vesey Antislavery activist Sojourner Truth 'Back to Africa' leader Marcus Garvey Nation of Islam leader Elijah Muhammad Legal figure Homer Plessy NAACP founder W. E. B. Du Bois Murdered civil rights activist Medgar Evers Civil rights leader Dr. Martin Luther King, Jr. Civil rights leader Coretta Scott King Bus-riding activist Rosa Parks Lynching victim Emmett Till Black History 3rd & 4th Graders 'Black Power' advocate Malcolm X Black Panthers founder Huey Newton Educator Booker T. Washington Soul On Ice author Eldridge Cleaver Educator Mary McLeod Bethune Supreme Court justice Thurgood Marshall Colonial scientist Benjamin Banneker Blood bank pioneer Charles Drew Peanut genius George Washington Carver Arctic explorer Matthew Henson Daring flier Bessie Coleman Astronaut Guion Bluford Astronaut Mae Jemison Computer scientist Philip Emeagwali Nobel Peace Prize winner Wangari Maathai Black History 3rd & 4th Graders Brain surgeon Ben Carson U.S. -
Türkiye'de Biyografik Sinema Filminde Bellek, Çarpıtma Ve Boş Alan
T. C. MALTEPE ÜNİVERSİTESİ İLETİŞİM FAKÜLTESİ RADYO SİNEMA TELEVİZYON BÖLÜMÜ TÜRKİYE’DE BİYOGRAFİK SİNEMA FİLMİNDE BELLEK, ÇARPITMA VE BOŞ ALAN: “VEDA” FİLMİ ÜZERİNDEN ÇALIŞMA YÜKSEK LİSANS TEZİ AYTUNA (TOSUNOĞLU) ÇALIK 091105107 Danışman Öğretim Üyesi: Yrd.Doç.Dr. Nazan HAYDARI PAKKAN İstanbul, Haziran 2011 “But when from a long-distant past nothing subsists, after the people are dead, after the things are broken and scattered, still, alone, more fragile, but with more vitality, more insubstantial, more persistent, more faithful, the smell and taste of things remain poised a long time, like souls, ready to remind us, waiting and hoping for their moment, amid the ruins of all the rest; and bear unfaltering, in the tiny and almost impalpable drop of their essence, the endless edifice of recollection.”* Swann’s Way – Marcel Proust * “Yaşananlar geçmişte kaldığında, insanlar öldükten, herşey kırıldıktan ve parçalara ayrıldıktan sonra yine de yalnız, daha kırılgan ancak daha canlı, daha gerçek dışı, daha inatçı, daha inançlı; nesnelerin kokusu ve tadı uzun bir süre boyunca dengede kalır; tıpkı geride kalan her şeyin yıkıntıları arasında hatırlanacakları o anın gelmesini bekleyen ve uman ve yeniden bir araya gelmenin sonsuz mabedinde varlıklarının en küçük ve neredeyse tutulamayacak damlasında bile kendinden emin olan ruhlar gibi…” (Çeviri: A.Tosunoğlu) 2 ÖNSÖZ Sevgili Atıf Yılmaz 2004 yılında, Bir Sinemacının Anıları kitabını benim için imzalarken şunları yazmıştı; “Bugün iyi bir romancı, senaryocu yarın belki iyi bir yönetmen daha sonra iyi bir oyuncu ve daha neler neler... Bilmem az şey mi bekliyorum?..” Belki bunların hiçbiri olmadım, belki bir kısmı... İyi olup olmamak da oldukça göreceli. Bu hayattan geçerken kendisini hep bir öğrenen olarak niteleyen ben için iyi olmak diye bir şey yok. -
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. -
Teaching Young Children About the Civil Rights Movement Applying Effective & Developmentally Appropriate Strategies
Promising Practices Teaching Young Children about the Civil Rights Movement Applying Effective & Developmentally Appropriate Strategies Janet E. Foster, Tonja L. Root, & Seungyoun Lee Introduction Considering the importance of the Selected Developmental Civil Rights Movement, children need to It is crucial for teachers to persis- Characteristics That Influence be introduced to the related concepts early Children’s Learning tently examine, be knowledgeable about, in their school experiences, and teachers and reflect on their beliefs, assumptions, need to consider students’ developmental Teachers must consider the devel- values, standpoints, experiences, biases, needs and curriculum standards in order to opmental levels of the children they are prejudices, and stereotypes about diversity provide appropriate content and methods teaching as guidance in planning instruc- and multicultural education that they of instruction. tion about the Civil Rights Movement, carry into their teaching and learning. The purpose of this article is to in- since aspects of emotional, social, cognitive, Teachers’ viewpoints and interpretations troduce a variety of resources to support and moral development are important in about the Civil Rights Movement will teaching and learning about the Civil organizing effective instruction. Accord- affect their problem-solving and decision- Rights Movement based on the premise ing to Copple and Bredekamp (2008), making as well as discussions on the topic that concrete learning experiences permit kindergarten-aged children are able to and resources and materials they choose children to build an understanding that form and sustain relationships and seek for such lessons. will impact their learning, attitudes, and peer acceptance. These characteristics The Civil Rights Movement is today beliefs about diversity and multicultural are important in understanding the Civil just as important a topic as it was in 1954 education. -
Rosa Parks-Sources of Information (General Version)
ROSA PARKS: SOURCES OF INFORMATION Page 1 CURRICULUM CONNECTIONS RATIONALE This lesson has material appropriate The purpose of this lesson is for students to examine their own and others’ for history, social studies, civics, and sources of information about historical events. Students also have an opportunity social science classes. to examine how misrepresentation or omission of facts can lead to a less than complete understanding of events and issues. REQUIREMENTS Materials OBJECTIVES • Rosa Parks and the Montgomery Bus Boycott • Students will determine if their knowledge of Rosa Parks and the Montgomery Bus Boycott is a complete and accurate account of the events • Rosa Parks and the Montgomery that took place. Bus Boycott (Answer Key) • pens/pencils, chart paper/markers • Students will identify common sources of information and misinformation. (optional) • Students will examine the limits of having an incomplete or inaccurate understanding of an event or issue. Time 45 minutes or one class period PROCEDURES Grade Level Grades 6 & Up 1. Explain that the purpose of this lesson is for students to consider sources of information. To prepare for the lesson, have students consider the following TECHNIQUES & SKILLS questions: critical thinking skills, large-group • How do we acquire our knowledge of people and events? How do we discussion, recalling factual know what we know? information, writing skills • What are our sources of information? KEY WORDS & PHRASES • How do we know if we have all the facts? boycott Brown v. Board of Education • How do we know if the information is accurate? desegregate • Have you ever found out that the information you had about a topic was Montgomery Bus Boycott inaccurate? How did you learn it was inaccurate? NAACP racial justice 2. -
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. -
Classroom & Teacher Resources on Rosa Parks
CLASSROOM & TEACHER RESOURCES ON ROSA PARKS Page 8 Kohl, Herbert. “The Politics of Children’s Literature: What’s Wrong with the Rosa Parks Myth?” In Putting the Movement Back into Civil Rights Teaching by Deborah Menkart, Jenice View, and Alana D. Murray, eds. Washington, D.C.: Teaching For Change and PRRAC, 2004, 25–31. ISBN: 1878554182. Kohl points out the subtle, but real, racism inherent in the usual telling of the Rosa Parks story and offers another, more truthful version. [Teacher Resource] ––– She Would Not Be Moved: How We Tell the Story of Rosa Parks and the Montgomery Bus Boycott. New York: The New Press, 2005. ISBN: 1595580204. Kohl has expanded and updated his essay on dispelling the myths about Rosa Parks and added a number of complementary pieces in this book. Beginning with a new introduction by Marian Wright Edelman, She Would Not Be Moved also includes an original essay by Cynthia Brown on civil rights activists Septima Clark, Virginia Durr, and Rosa Parks; an extensive teachers' resource guide to educational materials about Rosa Parks and the Civil Rights Movement; an appendix explaining how to evaluate many of the textbooks written for young people about this period; and a half dozen historical photographs. [Teacher Resource] Hampton, Henry, and Steve Fayer. Voices of Freedom: An Oral History of the Civil Rights Movement from the 1950s through the 1980s. New York: Bantam Books, 1991. ISBN: 0553352326. The section on the Montgomery Bus Boycott provides powerful first-person testimonies appropriate for classroom use with middle and high school students. [Intermediate/Secondary] Mighty Times: The Legacy of Rosa Parks. -
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. -
Collective Amnesia and the Symbolic Power of Oneness
COLLECTIVE FORGETTING AND THE SYMBOLIC POWER OF ONENESS: THE STRANGE APOTHEOSIS OF ROSA PARKS Barry Schwartz Department of Sociology University of Georgia Collective forgetting refers to what is unregistered in the imagination of the individual, unchronicled in research monographs and textbooks, and/or uncommemorated by monuments, relics, statues, and ritual observances. A metaphor for failure to transmit information about the past, collective forgetting refers not only to people‘s forgetting events they once knew but also to having never known them in the first place. One example of this phenomenon involves America‘s most prominent civil rights heroine: Rosa Parks. Why have so many men and women whose conduct was more consequential than Mrs. Parks‘s been forgotten? What does society gain from their oblivion? William Goode (1978) observed many years ago that ―winners in various kinds of competition, even when they are marked off from the losers by minute differences in performance, or, (as in science) by narrow differences in the time of discovery or achievement, seem to be given far greater amounts of prestige than those differences would appear to justify‖(p.66). Because it usually costs less (in terms of attention) to admire a field‘s best (a single task) than to admire its first and second best (a multiple task), Goode‘s explanation of why the magnitude of reward is often out of proportion to achievement is persuasive, but it skirts the related questions of (1) whether people are unwilling or unable to admire slightly less adept performers, and (2) why these performers not only fail to receive due credit but are often forgotten altogether.