The Brave of Greensiftro

Total Page:16

File Type:pdf, Size:1020Kb

The Brave of Greensiftro READERS THEATER PLAY The Brave of Greensiftro Would you risk your life for the right to sit down to eot lunch in o restaurant? At a time of racial inequality in the U.S., four teens did just that. Reading Tip \ Dramatization: This play is based on events that really happened. The characters are real people. But most of the words they say and some of the scenes were made up to help tell the story in a dramatic way. That is what makes this play a dramatization. Prologue N1: In the United States, slavery officially ended Characters in 1865. But nearly 100 Check the character you're going to read. years later, prejudice *Starred characters are majar roles. against African-Americans continued. U*Narrator1 (NI) D*EzellBlairJr., a N2: Many states in the 17-year-old college D ^Narrator 2 (N2) student South had Jim Crow laws. D *Narrator 3 (N3) These unfair rules kept D Waitress black Americans apart from U Martin Luther King Jr., • Counter Maid white Americans in places 1 a civil rights leader like schools and restaurants. n *r» • J B- u J LJ Mr. Harris, the manager U *David Richmond, a of Woolworth's N3: In the 1950s, a 17-year-old college movement was started to student I I Customer change that. Blacks and D *Joe McNeil, a 17-year- D Police Officer whites worked together— old college student i—¡ organizing marches and I—I I ^ Jo Spivey, a female other peaceful protests. I I ^Franklin McCain, a news reporter NI: But they risked their lives 17-year-old college i—i student I I Bettye, a black to do so. Many were arrested college student or attacked. Some had their 12 Scholastic Action | January 13, 2014 ricCain, and two friends on the second day of the lunch counter sit-ins Get More at Action Online! •HISTORY VIDEO •ACTIVITY: PLOT PARTS •ACTIVITY: CHARACTER MAP COMMON CORE LESSON PLAN www.scholas.tic.coni/actionmag Scene 1 about how we don't like NI: It is January 31, 1960, in the way blacks are treated. Greensboro, North Carolina. We're all talk, talk, talk, and N2: Four boys are sitting in no action. Maybe it's time to their college dorm room. do something. David: Joe, how was your Ezeii: How can the four of Christmas break? us change the entire city Joe: I went to New York of Greensboro? homes burned down. Others to see my family. Coming Franiclin: We could do were even murdered. back to the South, I was OK something that will get N2: One of the great leaders until I got to the bus station people's attention. of this civil rights movement in Greensboro. I tried to Joe: Let's go somewhere was Dr. Martin Luther buy a sandwich, but they that's for whites only and King Jr., who said . wouldn't serve me. try to buy something. Martin Luther King Jr.: David: I heard they might Ezeli: Like where? Nonviolence is a powerful close the public pool rather Joe: Woolworth's. We're not and just weapon, which than allow black people to allowed to sit at the lunch cuts without wounding . swim there. counter there. it is a sword that heals. Joe: How have our parents Ezeil: You're suggesting we N3: This is the story of four lived like this for so long? go to Woolworth's, sit down teenage boys who took up Frankiin: You know, we where no African-American that sword. stay up every night talking has ever sat before, and www.scholastic.com/actionmag | January 13, 2014 13 Across the South, African-Americans were kept apart from whites in buses, bathrooms, theaters d asked to be served? all last night. Scene 3 Joe: Exactly. Ezeii: Neither did I. N1: The four boys sit, Ezell: They'll beat us up. Franiciin: We can't back waiting to see if they will be Franklin: Not if we are out now. arrested or thrown out. quiet and respectful. Ezeii: This will never work. N2: For many minutes, David: I'm in. But let's do David: What's the worst nothing happens. The it tomorrow, before I lose thing that could happen? waitress ignores them. my nerve. Jae: We get arrested. Many of the white patrons Ezeii: They'll never serve us. Franiciin: Or we end up glare, but no one moves. Franiciin: Then we'll sit at with our heads split open. Franiciin: Excuse me, the counter until they do. Joe: Let's stick to the plan. ma'am. We'd like to And remember, whatever be served. Scene 2 happens, no violence. Waitress: I'm sorry. I can't N3: The next day, the friends N1: They walk downtown serve you here. meet up at the library. and right into Woolworth's Joe: We would just like a Ezeii: Are we really going to Department Store. cup of coffee, please. do this? N2: Their hearts are Waitress: You can go Franiciin: Absolutely. pounding. to the stand-up counter David: I didn't sleep at N3: Franklin and Joe downstairs. silently walk to the N3: She walks off. The black WHTr lunch counter. counter maid comes over. MENS REST NI: They sit down. David Counter iVIaid: What are and Ezell join them. you boys doing? You're N2: The waitress stares stirring up trouble. Making at them in shock and it harder for the rest of us. amazement. Go back to campus. Please! N3: The room gets NI: She storms off. The very quiet. manager comes over. 14 Schoiastic Action | January 13, 2014 ¡Mr. Harris: Is there a Police Officer: I can't the balcony at the movie problem here? arrest them for just sitting theater? Why do we have to Ezell: Not at all, sir. We'd like there. Have they started sit at the back of the bus? to order some coffee, please. any fights? NI: Some white hecklers Mr. Harris: Boys, I can serve Mr. Harris: No, they have threaten the boys, who you downstairs. Not here. been nothing but polite. ignore them. David: Thank you, but we Police Officer: Then I Jo Spivey: Do you think want to eat here with your suggest you close the store you are accomplishing other customers. early. This will all blow over anything with this sit-in? Mr. Harris: You can't in a day or two. Ezell: It is time for someone sit here. It's just the way to wake up and change the things are. Scene 4 situation. We decided to Franklin: Do you think "the N1: The next morning, the start here. way things are" is fair? boys show up at Wool worth's Mr. Harris: It doesn't with two more fiiends. Scene 5 matter what I think. It's N2: They sit at the lunch N2: On day three, more store policy. counter for the entire day. than 60 students show up at Joe: With respect, sir, No one serves them. Woolworth's. we don't agree with your N3: Word spreads about Bettye: We're here to sit policy. And we're going to what they are doing. with you. sit here until we're served. Newspaper reporters N2: An elderly white and TV crews show up. customer walks toward them. Jo Spivey: Boys, what i I \ IHK Customer: Boys, I am so brought this on? proud of you. I just wish you Why now? had done this 10 years ago. Franklin: I was N3: The boys swell with taught that all men SMents sía?, pride knowing someone is are created equal. on their side. But we are not NI: By now a crowd has treated as equals. gathered. People stare Joe: Why do we and point. have to sit in N2: A police officer walks in. Ezell (whispering): We're done for. Newspapers all N3: The officer stalks over the country up and down the aisle reported on the lunch counter behind them, slapping his protests. nightstick into his hand. Police Officer: What's the problem? Mr. Harris: Everybody knows that this counter is for whites only. www.scholostic.com/octionmog | January 13, 2014 15 Franklin: We need all the help we can get. But I must warn you, you will probably be called nasty names. Bettye: We can handle it. N3: The students take out their books, sit at the counter, and start studying. Jo Spivey: Are you missing school to be here? Franklin: We promised each other not to miss classes, to behave politely, and to turn the other cheek if taunted. catching on. counter at Woolworth's Jo Spivey: Has there been Franklin: Students in is desegregated. any progress? Raleigh read about us. They N2: Soon, every restaurant Joe: Woolworth's are planning a sit-in too. in Greensboro is serving all headquarters said their Jo Spivey: You guys are customers, no matter what policy is to abide by getting a lot of attention. race they are. local custom. David: Yeah, but not all of Jo Spivey: So it's up to it's good. Last night I got a Epilogue Mr. Harris? phone call. Some guy said if N3: Today, more than Ezell: It seems so. He's just I came back to Woolworth's, 50 years later, those waiting for us to get tired I was a dead man. four teenage boys are and go away. But we're not N2: By the end of the remembered as heroes of going to do that. week, more than 1,000 the civil rights movement.
Recommended publications
  • Have a Seat to Be Heard: the Sit-In Movement of the 1960S
    (South Bend, IN), Sept. 2, 1971. Have A Seat To Be Heard: Rodgers, Ibram H. The Black Campus Movement: Black Students The Sit-in Movement Of The 1960s and the Racial Reconstih,tion ofHigher Education, 1965- 1972. New York: Palgrave Macmillan, 2012. "The Second Great Migration." In Motion AAME. Accessed April 9, E1~Ai£-& 2017. http://www.inmotion.org/print. Sulak, Nancy J. "Student Input Depends on the Issue: Wolfson." The Preface (South Bend, IN), Oct. 28, 1971. "If you're white, you're all right; if you're black, stay back," this derogatory saying in an example of what the platform in which seg- Taylor, Orlando. Interdepartmental Communication to the Faculty regation thrived upon.' In the 1960s, all across America there was Council.Sept.9,1968. a movement in which civil rights demonstrations were spurred on by unrest that stemmed from the kind of injustice represented by United States Census Bureau."A Look at the 1940 Census." that saying. Occurrences in the 1960s such as the Civil Rights Move- United States Census Bureau. Last modified 2012. ment displayed a particular kind of umest that was centered around https://www.census.gov/newsroom/cspan/194ocensus/ the matter of equality, especially in regards to African Americans. CSP AN_194oslides. pdf. More specifically, the Sit-in Movement was a division of the Civil Rights Movement. This movement, known as the Sit-in Movement, United States Census Bureau. "Indiana County-Level Census was highly influenced by the characteristics of the Civil Rights Move- Counts, 1900-2010." STATSINDIANA: Indiana's Public ment. Think of the Civil Rights Movement as a tree, the Sit-in Move- Data Utility, nd.
    [Show full text]
  • Movement 1954-1968
    CIVIL RIGHTS MOVEMENT 1954-1968 Tuesday, November 27, 12 NEW MEXICO OFFICE OF AFRICAN AMERICAN AFFAIRS Curated by Ben Hazard Tuesday, November 27, 12 Montgomery Bus Boycott and the Southern Christian Leadership Conference, The initial phase of the black protest activity in the post-Brown period began on December 1, 1955. Rosa Parks of Montgomery, Alabama, refused to give up her seat to a white bus rider, thereby defying a southern custom that required blacks to give seats toward the front of buses to whites. When she was jailed, a black community boycott of the city's buses began. The boycott lasted more than a year, demonstrating the unity and determination of black residents and inspiring blacks elsewhere. Martin Luther King, Jr., who emerged as the boycott movement's most effective leader, possessed unique conciliatory and oratorical skills. He understood the larger significance of the boycott and quickly realized that the nonviolent tactics used by the Indian nationalist Mahatma Gandhi could be used by southern blacks. "I had come to see early that the Christian doctrine of love operating through the Gandhian method of nonviolence was one of the most potent weapons available to the Negro in his struggle for freedom," he explained. Although Parks and King were members of the NAACP, the Montgomery movement led to the creation in 1957 of a new regional organization, the clergy-led Southern Christian Leadership Conference (SCLC) with King as its president. King remained the major spokesperson for black aspirations, but, as in Montgomery, little-known individuals initiated most subsequent black movements. On February 1, 1960, four freshmen at North Carolina Agricultural and Technical College began a wave of student sit-ins designed to end segregation at southern lunch counters.
    [Show full text]
  • Teaching Anne Moody *Coming of Age in Mississippi* Discussion/Aug 1997
    H-Women Teaching Anne Moody *Coming of Age in Mississippi* Discussion/Aug 1997 Page published by Kolt Ewing on Thursday, June 12, 2014 Teaching Anne Moody *Coming of Age in Mississippi* Discussion/Aug 1997 Query From Seth Wigderson [email protected] 02 Aug 1997 I am going to be using Anne Moody's Coming of Age In Mississippi in a US history survey course and I was wondering if anyone 1. could pass on experiences in using the book in class 2. can tell what happened to her after the book Thanks. X-POSTS FROM H-SOUTH AND RESPONSES FROM H-WOMEN Editor's Note: Thanks to Seth for putting together all these messages. Some have been posted already on H-Women, some have not. In any case, I found it fascinating to read them all at once. Good idea! Steve Reschly *** From: Seth Wigderson [email protected] 11 Aug 1997 A while ago I posted a query to H-Women and H-Teach asking for experience in using Anne Moody's *Coming of Age in Mississippi" as well as information on her later life. I got a wonderful series of replies from those lists, and as H-South which also picked up the query as well as some private posts. My students were very positive about the book which I used in conjunction with "Anchor of my Soul," a documentary about Portland Maine's black community's 175 year existence. I found Pam Pennock's writing suggestion (ask them to write briefly on two moving passages) very effective.
    [Show full text]
  • The Jackson Sit-In by Anne Moody from Coming of Age in Mississippi I
    The Jackson Sit-In By Anne Moody From Coming of Age in Mississippi I had become very friendly with my social science professor, John Salter, who was in charge of NAACP activities on campus. All during the year, while the NAACP conducted a boycott of the downtown stores in Jackson, I had been one of Salter's most faithful canvassers and church speakers. During the last week of school, he told me that sit-in demonstrations were about to start in Jackson and that he wanted me to be the spokesman for a team that would sit-in at Woolworth's lunch counter. The two other demonstrators would be classmates of mine, Memphis and Pearlena. Pearlena was a dedicated NAACP worker, but Memphis had not been very involved in the Movement on campus. It seemed that the organization had had a rough time finding students who were in a position to go to jail. I had nothing to lose one way or the other. Around ten o’clock the morning of the demonstrations, NAACP headquarters alerted the news services. As a result, the police department was also informed, but neither the policemen nor the newsmen knew exactly where or when the demonstrations would start. They stationed themselves along Capitol Street and waited. To divert attention from the sit-in at Woolworth's, the picketing started at J.C. Penney's a good fifteen minutes before. The pickets were allowed to walk up and down in front of the store three or four times before they were arrested. At exactly 11 A.M., Pearlena, Memphis, and I entered Woolworth's from the rear entrance.
    [Show full text]
  • Anne Moody Oral History Interview
    AU 76 OHP 403 Interviewee: Anne Moody Interviewer: Debra Spencer Title: Anne Moody oral history interview Scope Note: This collection was selected to be digitally remastered through the National Endowment for the Humanities Civil Rights Era Recordings Grant in 2004. olif 1 SPENCER: Toda~ is Februar~ 19, 1985. We are in the Department of Archives & Histor~ Building in Jackson, Mississippi. M~ name is Debra Spencer, and I am about to interview Miss Anne Mood~ on her life and times after the civil rights movement. Most of the background material will be available in her book COMING OF AGE IN MISSISSIPPI. Also in the room is Sasha Strauss, her son, who is back with her visiting in t'1 iss iss ippi: We pr- obab 1~ 1).) ill ge t some comments from him, I hope. First of all, one of the things I noticed in ~our book, in COMING OF AGE, ~ou don~t reall~ talk about a whole lot of wh~ ~ou became involved. It~s obvious that injustices and the accumulation of events in ~our 1ife •.,Ier.. ·...e But was there an~ specific event that made 80U stop and sa8, "This is real1~ something, and I~ve got to do something -" NOTICE This material may bEl about this situation?" protected by copyright MOAH law (Titie 17 U. S. Codal. 2 MOOD"( : Well, I think when 80U get to the point in the book when Emmett Till was murdered, right? We were exactl8 the same age, and up until Emmett Till's death, I think, these things were not real to me.
    [Show full text]
  • Tougaloo During the Presidency of Dr. Adam Daniel Beittel (1960-1964)
    The University of Southern Mississippi The Aquila Digital Community Dissertations Spring 5-2014 A Beacon of Light: Tougaloo During the Presidency of Dr. Adam Daniel Beittel (1960-1964) John Gregory Speed University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Cultural History Commons, Higher Education Commons, Other History Commons, Political History Commons, and the United States History Commons Recommended Citation Speed, John Gregory, "A Beacon of Light: Tougaloo During the Presidency of Dr. Adam Daniel Beittel (1960-1964)" (2014). Dissertations. 244. https://aquila.usm.edu/dissertations/244 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi A BEACON OF LIGHT: TOUGALOO DURING THE PRESIDENCY OF DR. ADAM DANIEL BEITTEL (1960-1964) by John Gregory Speed Abstract of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2014 ABSTRACT A BEACON OF LIGHT: TOUGALOO DURING THE PRESIDENCY OF DR. ADAM DANIEL BEITTEL (1960-1964) by John Gregory Speed May 2014 This study examines leadership efforts that supported the civil rights movements that came from administrators and professors, students and staff at Tougaloo College between 1960 and 1964. A review of literature reveals that little has been written about the college‘s role in the Civil Rights Movement during this time.
    [Show full text]
  • A Righteous Anger in Mississippi: Genre Constraints and Breaking Precedence William H
    Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2005 A Righteous Anger in Mississippi: Genre Constraints and Breaking Precedence William H. Lawson Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF COMMUNICATION A RIGHTEOUS ANGER IN MISSISSIPPI: GENRE CONSTRAINTS AND BREAKING PRECEDENCE By WILLIAM H. LAWSON A Thesis submitted to the Department of Communication in partial fulfillment of the requirements for the degree of Master of Science Degree Awarded: Spring Semester, 2005 The members of the Committee approve the thesis of William H. Lawson on December 10, 2004. ______________________________ Davis Houck Professor Directing Thesis ______________________________ Marilyn J Young Committee Member ______________________________ Joe Richardson Committee Member Approved: _______________________________________ Steve McDowell, Chair, Department of Communication _______________________________________ John Mayo, Dean, College of Communication The Office of Graduate Studies has verified and approved the above named committee members. ii For my favorite historian and critic, my father, Brig. Gen. William H. Lawson In a letter to his son Robert E. Lee wrote: You must study to be frank with the world. Frankness is the child of honesty and courage. Say just what you mean to do, on every occasion, and take it for granted that you mean to do right. If a friend asks a favor, you should grant it, if it is reasonable; if not, tell him plainly why you cannot; you would wrong him and wrong yourself by equivocation of any kind. Never do a wrong thing to make a friend or keep one; the man who requires you to do so is dearly purchased at the sacrifice.
    [Show full text]
  • Understanding Underlying Similarities in Civil Rights
    UNDERSTANDING UNDERLYING SIMILARITIES IN CIVIL RIGHTS PHILOSOPHIES: A SURVEY OF THE MEMOIRS OF CORETTA SCOTT KING, MALCOLM X, ANNE MOODY, JOHN HOWARD GRIFFIN, AND SARA MITCHELL PARSONS HONORS THESIS Presented to the Honors College of Texas State University in Partial Fulfillment of the Requirements for Graduation in the Honors College by Jonathan L. Manion San Marcos, Texas May 2016 UNDERSTANDING UNDERLYING SIMILARITIES IN CIVIL RIGHTS PHILOSOPHIES: A SURVEY OF THE MEMOIRS OF CORETTA SCOTT KING, MALCOLM X, ANNE MOODY, JOHN HOWARD GRIFFIN, AND SARA MITCHELL PARSONS by Jonathan L. Manion Thesis Supervisor: _______________________________ Peter Siegenthaler, Ph.D. Department of History Approved: ____________________________________ Heather C. Galloway, Ph.D. Dean, Honors College Table of Contents Abstract…………….……………………………………….………….……..iv I. Introduction: Memoirs, My Methodology, and Terms Used in the Texts…….1 II. Racial Discrimination in America in the 40s, 50s, and 60s…………………..7 III. The Authors Themselves…………………………….………………………16 IV. Understanding the Authors’ Civil Rights Philosophies……………………...33 V. Conclusion: Black Lives Matter and Contemporary Civil Rights Activism...44 VI. Works Cited…………………………….………………………………........47 i Abstract Since today’s society is so evidently enamored of the assertion of dichotomies, even where they may not exist, it is vital to take a closer look at what civil rights activists of the past have thought and done in order to realize how similar many civil rights leaders became as the Movement progressed in the fifties and sixties. The difficulty in placing each author in “conversation” with one another lies in selecting the most appropriate texts through which to do so. Therefore, this research uses the genre of memoirs in order to take a closer look into the thoughts and opinions of each figure, not just their actions.
    [Show full text]
  • African American Women Leaders in the Civil Rights Movement: a Narrative Inquiry Janet Dewart Bell Antioch University - Phd Program in Leadership and Change
    Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2015 African American Women Leaders in the Civil Rights Movement: A Narrative Inquiry Janet Dewart Bell Antioch University - PhD Program in Leadership and Change Follow this and additional works at: https://aura.antioch.edu/etds Part of the African American Studies Commons, American Studies Commons, Civic and Community Engagement Commons, Gender and Sexuality Commons, Inequality and Stratification Commons, Leadership Studies Commons, Politics and Social Change Commons, Race and Ethnicity Commons, United States History Commons, and the Women's History Commons Recommended Citation Bell, Janet Dewart, "African American Women Leaders in the Civil Rights Movement: A Narrative Inquiry" (2015). Dissertations & Theses. 211. https://aura.antioch.edu/etds/211 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact [email protected], [email protected]. AFRICAN AMERICAN WOMEN LEADERS IN THE CIVIL RIGHTS MOVEMENT: A NARRATIVE INQUIRY JANET DEWART BELL A DISSERTATION Submitted to the Ph.D. in Leadership and Change Program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May, 2015 This is to certify that the Dissertation entitled: AFRICAN AMERICAN WOMEN LEADERS IN THE CIVIL RIGHTS MOVEMENT: A NARRATIVE INQUIRY prepared by Janet Dewart Bell is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Leadership and Change.
    [Show full text]
  • The Miracle at Jackson State University
    Vietnam Generation Volume 2 Article 17 Number 2 Kent and Jackson State: 1970-1990 1-1995 May 15, 1970: The irM acle at Jackson State University Gene Cornelius Young Follow this and additional works at: http://digitalcommons.lasalle.edu/vietnamgeneration Part of the American Studies Commons Recommended Citation Young, Gene Cornelius (1995) "May 15, 1970: The irM acle at Jackson State University," Vietnam Generation: Vol. 2 : No. 2 , Article 17. Available at: http://digitalcommons.lasalle.edu/vietnamgeneration/vol2/iss2/17 This Article is brought to you for free and open access by La Salle University Digital Commons. It has been accepted for inclusion in Vietnam Generation by an authorized editor of La Salle University Digital Commons. For more information, please contact [email protected]. May 15, 1970: The Miracle at Jackson State College Gene Cornelius Young This struggle may be a moral one; or it may be a physical one. Or it may be both moral and physical, but it must be a struggle.... The limits of tyrants are prescribed by the endurance of those whom they oppress. If we ever get free from all the oppressions and wrongs heaped upon us, we must pay for their removal. We must do this by labor, by suffering, by sacrifice and if needs be, by our lives and the lives of others.1 — Frederick Douglass (1857) With the establishment of a relationship of oppression, violence has already begun. Never in history has violence been initiated by the oppressed. How could they be initiators, if they themselves are the result of violence? How could they be the sponsors of something whose objec­ tive inauguration called forth their existence as oppressed? There would be no oppressed had there been no prior situation of violence to establish their subjugation.
    [Show full text]
  • The Emmett Till Generation: the Birmingham Children's Crusade and the Renewed Civil Rights Movement
    Salve Regina University Digital Commons @ Salve Regina Pell Scholars and Senior Theses Salve's Dissertations and Theses 12-2017 The Emmett Till Generation: The Birmingham Children's Crusade and the Renewed Civil Rights Movement Rebecca Sherman Salve Regina University, [email protected] Follow this and additional works at: https://digitalcommons.salve.edu/pell_theses Part of the African American Studies Commons, and the United States History Commons Sherman, Rebecca, "The Emmett Till Generation: The Birmingham Children's Crusade and the Renewed Civil Rights Movement" (2017). Pell Scholars and Senior Theses. 119. https://digitalcommons.salve.edu/pell_theses/119 This Article is brought to you for free and open access by the Salve's Dissertations and Theses at Digital Commons @ Salve Regina. It has been accepted for inclusion in Pell Scholars and Senior Theses by an authorized administrator of Digital Commons @ Salve Regina. For more information, please contact [email protected]. THE EMMETT TILL GENERATION: THE BIRMINGHAM CHILDREN’S CRUSADE AND THE RENEWED CIVIL RIGHTS MOVEMENT Rebecca Sherman Salve Regina University Department of History Senior Thesis Dr. Leeman December 2017 “Emmett’s naked body, its head battered and with a bullet hole through, had been weighted with a cotton gin pulley and thrown in the Tallahatchie River,” sparking nationwide fear for African Americans.1 The murder of a fourteen-year-old boy named Emmett Till struck fear into the hearts of African Americans around the country, a fear that they had never known. Till was accused of making inappropriate comments to a white woman in Mississippi and was murdered for it. Blacks across the South felt the vulnerability that came with Till’s murder; even a child could be killed in the name of keeping African Americans in their “place.” After Till’s death, there was a new spark in the Civil Rights Movement, a campaign against inequality between races.
    [Show full text]
  • A Content Analysis of the 1964 Mississippi Freedom Summer Viewed As Public Relations Efforts Using the Social Change Model of Leadership
    The University of Southern Mississippi The Aquila Digital Community Honors Theses Honors College Spring 5-2015 A Content Analysis of the 1964 Mississippi Freedom Summer Viewed as Public Relations Efforts Using the Social Change Model of Leadership Hannah J. Hill University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/honors_theses Part of the Public Relations and Advertising Commons Recommended Citation Hill, Hannah J., "A Content Analysis of the 1964 Mississippi Freedom Summer Viewed as Public Relations Efforts Using the Social Change Model of Leadership" (2015). Honors Theses. 308. https://aquila.usm.edu/honors_theses/308 This Honors College Thesis is brought to you for free and open access by the Honors College at The Aquila Digital Community. It has been accepted for inclusion in Honors Theses by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi A Content Analysis of the 1964 Mississippi Freedom Summer Viewed as Public Relations Efforts Using the Social Change Model of Leadership by Hannah Jane Hill A Thesis Submitted to the Honors College of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts in the School of Mass Communication and Journalism May 2015 ii Approved by Cindy Blackwell, Ph.D., Thesis Adviser Professor of Public Relations David R. Davies, Ph.D., Chair School of Mass Communication and Journalism Ellen Weinauer, Ph.D., Dean Honors College iii Abstract This research used content analysis to examine how significant events within the 1964 Mississippi Freedom Summer that were well documented in journals, news articles and other mediums can be viewed as public relations strategies and tactics using the Social Change Model of Leadership (SCM).
    [Show full text]