Invitation Letter

November 27, 2006 Every year on December 10 the international community observes Human Rights Day, commemorating the day in 1948 when the United Nations General Assembly adopted the Universal Declaration of Human Rights. The IDHR Institute for Training and Development will be celebrating Human Rights Week and offering various trainings and seminars Monday, December 11 through Friday, December 15. Reservations are necessary and can be made by using the enclosed registration form. Early registration is encouraged as space is limited. If you are unable to attend at this time and would like to inquire about future trainings, please indicate on the same form and our staff will contact you. A photo exhibit entitled “The Chicago Freedom Movement “ featuring photos by award winning photographer Bernard Kleina and provided by Hope Fair Housing Center will be presented in the JRTC Atrium Monday, Dec. 11 – Friday, Dec. 15. These photos commemorate the 40th anniversary of Dr. King’s struggle for fair housing and civil rights in Chicago. Included in the exhibit are images of Dr. King, Coretta Scott-King, Rev. Jesse Jackson, Andrew Young, Al Raby, Rev. James Bevel, Dick Gregory, Mahalia Jackson, Ralph Abernathy and others. The photographs also capture many of those who attempted to disrupt these peaceful marches, which were the first large scale fair housing campaign in the country. I believe the exhibit is a powerful reminder of where we have been as a society and of the goals toward which we continue to strive. I hope you will be able to participate in our trainings. Sincerely, Rocco J. Claps Director 100 West Randolph Street, J.R. Thompson Center, Suite 10-100, Chicago, Illinois 60601, 312-814-6200, 312-263-1579 (TDD) 222 South College Street, Room 101A, Springfield, Illinois 62704, 217-785-5100, 217-785-5125 (TDD) 2309 West Main Street, Marion, Illinois 62959, 618-993-7463, 618-993-7464 (Fax) .

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60000001* *017764
Filed for intro on 05/01/98 HOUSE JOINT RESOLUTION 935 By Kernell A RESOLUTION to honor and commend WREC 600 AM Radio for its coverage of the 30th anniversary of the assassination of Martin Luther King, Jr. WHEREAS, it is rare that a man has as much influence on the world as Dr. Martin Luther King, Jr.; and WHEREAS, born January 15, 1929, the first son of Reverend Martin Luther King, Sr., Dr. King graduated from high school at the age of 15, and from Morehouse College at the age of 19; and WHEREAS, he married Coretta Scott in 1953 and, in 1955, he received his doctorate of philosophy in Systematic Theology from Boston University; and WHEREAS, at age 26, and after having received more than a dozen honorary doctorates from various Universities and Colleges, Dr. King was made the official spokesman in the historic bus boycotts throughout the South; and WHEREAS, Dr. King is most remembered for his heartfelt and thought-provoking speeches, including the I’ve Been to the Mountaintop speech, which inspired the masses to protest the unfair treatment of blacks; and WHEREAS, Dr. King was a vital personality of the modern era. His lectures and remarks stirred the concern and sparked the conscience of a generation. The movements and marches he led brought significant changes in the fabric of American life; and *60000001* *017764* 60000001 *01776436* WHEREAS, his courageous and selfless devotion gave direction to thirteen years of civil rights activities, and his charismatic leadership inspired men and women, young and old, in the nation and abroad; and WHEREAS, Dr.
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Dick Gregory & the Civil Rights Movement
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Learning from History the Nashville Sit-In Campaign with Joanne Sheehan
Building a Culture of Peace Forum Learning From History The Nashville Sit-In Campaign with Joanne Sheehan Thursday, January 12, 2017 photo: James Garvin Ellis 7 to 9 pm (please arrive by 6:45 pm) Unitarian Universalist Church Free and 274 Pleasant Street, Concord NH 03301 Open to the Public Starting in September, 1959, the Rev. James Lawson began a series of workshops for African American college students and a few allies in Nashville to explore how Gandhian nonviolence could be applied to the struggle against racial segregation. Six months later, when other students in Greensboro, NC began a lunch counter sit-in, the Nashville group was ready. The sit- As the long-time New in movement launched the England Coordinator for Student Nonviolent Coordinating the War Resisters League, and as former Chair of War James Lawson Committee, which then played Photo: Joon Powell Resisters International, crucial roles in campaigns such Joanne Sheehan has decades as the Freedom Rides and Mississippi Freedom Summer. of experience in nonviolence training and education. Among those who attended Lawson nonviolence trainings She is co-author of WRI’s were students who would become significant leaders in the “Handbook for Nonviolent Civil Rights Movement, including Marion Barry, James Bevel, Campaigns.” Bernard Lafayette, John Lewis, Diane Nash, and C. T. Vivian. For more information please Fifty-six years later, Joanne Sheehan uses the Nashville contact LR Berger, 603 496 1056 Campaign to help people learn how to develop and participate in strategic nonviolent campaigns which are more The Building a Culture of Peace Forum is sponsored by Pace e than protests, and which call for different roles and diverse Bene/Campaign Nonviolence, contributions.
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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.
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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.
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Black-Jewish Coalition” Unraveled: Where Does Israel Fit?
The “Black-Jewish Coalition” Unraveled: Where Does Israel Fit? A Master’s Thesis Presented to The Faculty of the Graduate School of Arts and Sciences Brandeis University Hornstein Jewish Professional Leadership Program Professors Ellen Smith and Jonathan Krasner Ph.D., Advisors In Partial Fulfillment of the Requirements for the Degree Master of Arts by Leah Robbins May 2020 Copyright by Leah Robbins 2020 Acknowledgements This thesis was made possible by the generous and thoughtful guidance of my two advisors, Professors Ellen Smith and Jonathan Krasner. Their content expertise, ongoing encouragement, and loving pushback were invaluable to the work. This research topic is complex for the Jewish community and often wrought with pain. My advisors never once questioned my intentions, my integrity as a researcher, or my clear and undeniable commitment to the Jewish people of the past, present, and future. I do not take for granted this gift of trust, which bolstered the work I’m so proud to share. I am also grateful to the entire Hornstein community for making room for me to show up in my fullness, and for saying “yes” to authentically wrestle with my ideas along the way. It’s been a great privilege to stretch and grow alongside you, and I look forward to continuing to shape one another in the years to come. iii ABSTRACT The “Black-Jewish Coalition” Unraveled: Where Does Israel Fit? A thesis presented to the Faculty of the Graduate School of Arts and Sciences of Brandeis University Waltham, Massachusetts By Leah Robbins Fascination with the famed “Black-Jewish coalition” in the United States, whether real or imaginary, is hardly a new phenomenon of academic interest.
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Biographical Description for the Historymakers® Video Oral History with Reverend James Bevel
Biographical Description for The HistoryMakers® Video Oral History with Reverend James Bevel PERSON Bevel, James L. (James Luther), 1936- Alternative Names: Reverend James Bevel; Life Dates: October 19, 1936-December 19, 2008 Place of Birth: Itta Bena, Mississippi, USA Residence: Chicago, Illinois Occupations: Civil Rights Activist; Minister Biographical Note Civil rights activist Reverend James Luther Bevel was born in Itta Bena, Mississippi, on October 19, 1936. After a stint in the services, Bevel was called to the ministry and enrolled in the American Baptist Theological Seminary in Nashville, Tennessee. While in the Seminary, Bevel joined the Nashville chapter of the Southern Christian Leadership Conference (SCLC), then led by the Reverend James Lawson. (SCLC), then led by the Reverend James Lawson. In 1960, Bevel and other black students trained by Lawson, including John Lewis, Dianne Nash, Marion Barry, and Bernard Lafayette, organized sit-ins against segregated lunch counters. Eventually Bevel and his colleagues won a hard-fought, nonviolent victory; soon after, as chairman of the Nashville student movement, Bevel participated in Freedom Rides to desegregate interstate travel and public accommodations throughout the South. In his home state, Bevel created the SCLC Mississippi Project for voting rights in 1962. In 1963, Bevel was compelled to join the desegregation struggle being waged by Dr. Martin Luther King, Jr. and the Reverend Fred Shuttlesworth in Birmingham, Alabama. When King was jailed, Bevel organized black children and marched against Commissioner Bull Connor's ﬁre hoses and police dogs. The "Children's Crusade," as the movement led by Bevel came to be known, turned the media tide in the favor of the desegregationists.
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THE STUDENT VOICE VOL.4 NO.7 the Student Voice, Inc
THE STUDENT VOICE VOL.4 NO.7 The Student Voice, Inc. 6 Raymond Street, N.W., Atlanta 14, Ga. F EBRUARY 25, 1964 Ga. Judge Gives Coed 18 Months ATLANTA, GA. - An l8-year old white girl, a student at Connecticut College for Women, was sentenced here Feb. 20 to six months in the common jail and 12 months on the public works. She was fined $1,000. Her ae- peal bond was set at $15.000. The girl, Mardon Walker, for merly an exchange student at Spelman College here, was ar rested during a Jan. 13 sit-in attempt at a segregated restau Dick Grego ry rant. She was charged with violation of Georgia's trespass law, pass Released From Jail ed in 1960 after student anti PINE ElLUl' 1', ARK. - Anti segregation demonstrations be segregation demonstrations have gan. have halted here for 72 hours The judge, Fulton County Su while mediators attempt to ne perior Court Judge Durwood T. gotiate a settlement between Pye, r equires that appeal bonds Ray's Barbecue and members of be posted with unencumbered the Pine Bluff Movement. property located in Fulton Coun Dick Gregory, jailed withSNCC ty. Arkansas Project Director Wil Georgia's Supreme Court re liam Hansen on Feb. 17, left versed an earlier bail of $20,000 the Phillips County jail to make Judge pye set for an elderly contact with Federal officials and white man, the Reverend Ashton to complain about jail conditions. Jone s, 67 , jailed during a church pr otest at R s "Its like somebody's secret CONTINUED ON PAGE 4 Barbecue, where comedian Dick Gregory and SNCC worker William torture chamber," Gregory said.
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Dick Gregory Dies at 84 Job Opportunity Freelance Stacy M
Lighting The Road To The Future Dick Gregory Data Dies Zone at 84 Page 11 “The People’s Paper” August 26 - September 1, 2017 52nd Year Volume 18 www.ladatanews.com A Data News Weekly Exclusive THIS IS HOW YEP EMPOWERS YOUTH IN LOUISIANA Page 2 Newsmaker Fashion City Increases How Do Drainage Funding You Slide? Page 4 Page 7 Page 2 August 26 - September 1, 2017 Cover Story www.ladatanews.com How the Youth Empowerment Project Positively Impacts At-Risk Youth in Louisiana Youth Empowerment Project serves as an organization dedicated to developing soft and hard skills for at-risk youth. Photo courtesy of the Youth Empower- ment Project. What is YEP? oping respect, accountability, integrity, progress, and Eric M. Craig Editor New Orleans-based Youth Empowerment Project kindness . helps young people through community-based educa- Started in 2004, YEP assists the State of Louisiana While many organizations make it their mission to tion, mentoring, and employment readiness programs . by providing entry programs for at-risk youth . The empower the youth, this organization particularly fo- Most notably, the organization empowers youth by as- organization utilizes community-based reintegration, cuses on helping underserved youth in Louisiana by sisting them in developing hard and soft skills, which mentoring, prevention and intervention, and a team of providing opportunities for both soft-and hard-skill de- include trades, interview tactics and interpersonal re- YEP youth advocates . velopment . lationship management . YEP commits itself to devel- Cover Story, Continued on page 3. DATA NEWS WEEKLY P.O. Box 57347, New Orleans, LA 70157-7347 | Phone: (504) 821-7421 | Fax: (504) 821-7622 INSIDE DATA editorial: [email protected] | advertising: [email protected] Terry B.
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Inspired by Gandhi and the Power of Nonviolence: African American
Inspired by Gandhi and the Power of Nonviolence: African American Gandhians Sue Bailey and Howard Thurman Howard Thurman (1899–1981) was a prominent theologian and civil rights leader who served as a spiritual mentor to Martin Luther King, Jr. Sue Bailey Thurman, (1903–1996) was an American author, lecturer, historian and civil rights activist. In 1934, Howard and Sue Thurman, were invited to join the Christian Pilgrimage of Friendship to India, where they met with Mahatma Gandhi. When Thurman asked Gandhi what message he should take back to the United States, Gandhi said he regretted not having made nonviolence more visible worldwide and famously remarked, "It may be through the Negroes that the unadulterated message of nonviolence will be delivered to the world." In 1944, Thurman left his tenured position at Howard to help the Fellowship of Reconciliation establish the Church for the Fellowship of All Peoples in San Francisco. He initially served as co-pastor with a white minister, Dr. Alfred Fisk. Many of those in congregation were African Americans who had migrated to San Francisco for jobs in the defense industry. This was the first major interracial, interdenominational church in the United States. “It is to love people when they are your enemy, to forgive people when they seek to destroy your life… This gives Mahatma Gandhi a place along side all of the great redeemers of the human race. There is a striking similarity between him and Jesus….” Howard Thurman Source: Howard Thurman; Thurman Papers, Volume 3; “Eulogy for Mahatma Gandhi:” February 1, 1948; pp. 260 Benjamin Mays (1894–1984) -was a Baptist minister, civil rights leader, and a distinguished Atlanta educator, who served as president of Morehouse College from 1940 to 1967.
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Civil Rights Done Right a Tool for Teaching the Movement TEACHING TOLERANCE
Civil Rights Done Right A Tool for Teaching the Movement TEACHING TOLERANCE Table of Contents Introduction 2 STEP ONE Self Assessment 3 Lesson Inventory 4 Pre-Teaching Reflection 5 STEP TWO The "What" of Teaching the Movement 6 Essential Content Coverage 7 Essential Content Coverage Sample 8 Essential Content Areas 9 Essential Content Checklist 10 Essential Content Suggestions 12 STEP THREE The "How" of Teaching the Movement 14 Implementing the Five Essential Practices 15 Implementing the Five Essential Practices Sample 16 Essential Practices Checklist 17 STEP FOUR Planning for Teaching the Movement 18 Instructional Matrix, Section 1 19 Instructional Matrix, Section 1 Sample 23 Instructional Matrix, Section 2 27 Instructional Matrix, Section 2 Sample 30 STEP FIVE Teaching the Movement 33 Post-Teaching Reflection 34 Quick Reference Guide 35 © 2016 Teaching Tolerance CIVIL RIGHTS DONE RIGHT // 1 TEACHING TOLERANCE Civil Rights Done Right A Tool for Teaching the Movement Not long ago, Teaching Tolerance issued Teaching the Movement, a report evaluating how well social studies standards in all 50 states support teaching about the modern civil rights movement. Our report showed that few states emphasize the movement or provide classroom support for teaching this history effectively. We followed up these findings by releasingThe March Continues: Five Essential Practices for Teaching the Civil Rights Movement, a set of guiding principles for educators who want to improve upon the simplified King-and-Parks-centered narrative many state standards offer. Those essential practices are: 1. Educate for empowerment. 2. Know how to talk about race. 3. Capture the unseen. 4. Resist telling a simple story.
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Dick Gregory, an Interview
I il I E I grEI0ry t :en lntervlew s/27/66 Berkeley: Academic Publtshing, Inc. On Tuesday, September Z'l , 1966, Robert Mundy (Editor of Acadernic Publishing), Marilyn Mundy, Richard Saundere, and Carol Saunders, obtained the following interview with the noted comedian and civil rights leader, Dick Gregory. Q: At your last show, you started talking about a reporter who had asked you what you felt about the use of the word "Black Power. " I @lwant to askthat question. l4rhat I want to ask is, whatdo youthink about the reaction to the use of the word 'rBlack Power?rl A: I think it's a normal reaction in a country where l0% of the population have no business with Black Power and the only reason we have Black Power is because of the racist segre- gationist pattern in the country that keeps a segrnent of the people trapped in one area - which has created Black Power. You donttworryabout a gorilla jumping on you when you walk down the streetbecause you know that humans outnumber go- rillas, butwhen Itake my daughtertothe zoo, I geta sneaking suspicion that if Irm ever going to be jumpedonbygorillas, itts gonna happen here, because yourre dealing with animal power, It's very interesting how this power came about. Wetve had Black Power for years, and now the ecream for Black Power had gone out, which is another way of saying werre going to channelthis power into constructive directions instead of destructive directions. To me itts like standing in a valleylooking up ata mountainseeing the snow, andknowing that spring is going to come around and the snow,s going to melt, and is going to corne rushing down the mountain-side- and if therets not the right fa ci liti e s; like hydro-electric dams, thatare builtandirrigation systems, thatwaterrs going to sweep into town and justwipe everything away.
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