Loren Miller: Advocate for Blacks
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
NAACP) Access to Affordable Health Care Will Reduce Health Disparities Among People of Color
National Association for the Advancement of Colored People (NAACP) Access to affordable health care will reduce health disparities among people of color Organization Description: Founded in 1909, NAACP is the oldest and largest civil rights organization and works to achieve political, educational, social, and economic equality for minority groups. Its goal is to eliminate racial prejudice and remove all barriers of racial discrimination through democratic processes. NAACP drives their advocacy efforts through volunteerism and partnerships with other organizations. Proposal Summary: NAACP develops national health education initiatives, engages in community outreach, and partners with national and local organizations to sponsor health campaigns. Its goal is to increase access to high quality health care for all citizens and reduce health-related disparities among people of color through policies and practices. NAACP focuses on a range of health care issues such as universal insurance coverage, obesity, HIV/AIDS, and mental health. NAACP’s health agenda is only a subset of its broader advocacy efforts in education, economic empowerment, criminal justice and other areas where it is interested in reducing racial disparities. • Coverage: Because minorities are less likely to be insured, NAACP advocates for equal access to high quality, affordable health insurance for minorities. NAACP focuses primarily on reducing disparities in health care coverage, quality, and access, but it ultimately supports equal access for all citizens. NAACP encourages African Americans to sign up for the new Medicare prescription drug benefit. In addition to health insurance, NAACP believes all citizens should have equal access to health services, medicine, and preventive care. • Wellness and Prevention: NAACP supports efforts to reduce obesity and HIV/AIDS disparities. -
H.Doc. 108-224 Black Americans in Congress 1870-2007
“The Negroes’ Temporary Farewell” JIM CROW AND THE EXCLUSION OF AFRICAN AMERICANS FROM CONGRESS, 1887–1929 On December 5, 1887, for the first time in almost two decades, Congress convened without an African-American Member. “All the men who stood up in awkward squads to be sworn in on Monday had white faces,” noted a correspondent for the Philadelphia Record of the Members who took the oath of office on the House Floor. “The negro is not only out of Congress, he is practically out of politics.”1 Though three black men served in the next Congress (51st, 1889–1891), the number of African Americans serving on Capitol Hill diminished significantly as the congressional focus on racial equality faded. Only five African Americans were elected to the House in the next decade: Henry Cheatham and George White of North Carolina, Thomas Miller and George Murray of South Carolina, and John M. Langston of Virginia. But despite their isolation, these men sought to represent the interests of all African Americans. Like their predecessors, they confronted violent and contested elections, difficulty procuring desirable committee assignments, and an inability to pass their legislative initiatives. Moreover, these black Members faced further impediments in the form of legalized segregation and disfranchisement, general disinterest in progressive racial legislation, and the increasing power of southern conservatives in Congress. John M. Langston took his seat in Congress after contesting the election results in his district. One of the first African Americans in the nation elected to public office, he was clerk of the Brownhelm (Ohio) Townshipn i 1855. -
PLESSY V. FERGUSON (1896) ORIGINS of the CASE in 1892, Homer Plessy Took a Seat in the “Whites Only” Car of a Train and Refused to Move
PLESSY v. FERGUSON (1896) ORIGINS OF THE CASE In 1892, Homer Plessy took a seat in the “Whites Only” car of a train and refused to move. He was arrested, tried, and convicted in the District Court of New Orleans for breaking Louisiana’s segregation law. Plessy appealed, claiming that he had been denied equal protection under the law. The Supreme Court handed down its decision on May 18, 1896. THE RULING The Court ruled that separate-but-equal facilities for blacks and whites did not violate the Constitution. LEGAL REASONING CALIFORNIA STANDARDS Plessy claimed that segregation violated his right to 11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. equal protection under the law. Moreover he claimed Sandford, Plessy v. Ferguson, Brown v. Board of Education, that, being “of mixed descent,” he was entitled to “every Regents of the University of California v. Bakke, and California Proposition 209. recognition, right, privilege and immunity secured to HI 3 Students interpret past events and issues within the context the citizens of the United States of the white race.” in which an event unfolded rather than solely in terms of pres- Justice Henry B. Brown, writing for the majority, ruled: ent-day norms and values. “ The object of the [Fourteenth] amendment was LEGAL SOURCES . undoubtedly to enforce the absolute equality of the two races before the law, but . it could not have LEGISLATION been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political U.S. -
Jew Taboo: Jewish Difference and the Affirmative Action Debate
The Jew Taboo: Jewish Difference and the Affirmative Action Debate DEBORAH C. MALAMUD* One of the most important questions for a serious debate on affirmative action is why certain minority groups need affirmative action while others have succeeded without it. The question is rarely asked, however, because the comparisonthat most frequently comes to mind-i.e., blacks and Jews-is seen by many as taboo. Daniel A. Farberand Suzanna Sherry have breached that taboo in recent writings. ProfessorMalamud's Article draws on work in the Jewish Studies field to respond to Farberand Sherry. It begins by critiquing their claim that Jewish values account for Jewish success. It then explores and embraces alternative explanations-some of which Farberand Sheny reject as anti-Semitic-as essentialparts of the story ofJewish success in America. 1 Jews arepeople who are not what anti-Semitessay they are. Jean-Paul Sartre ha[s] written that for Jews authenticity means not to deny what in fact they are. Yes, but it also means not to claim more than one has a right to.2 Defenders of affirmative action today are publicly faced with questions once thought improper in polite company. For Jewish liberals, the most disturbing question on the list is that posed by the comparison between the twentieth-century Jewish and African-American experiences in the United States. It goes something like this: The Jews succeeded in America without affirmative action. In fact, the Jews have done better on any reasonable measure of economic and educational achievement than members of the dominant majority, and began to succeed even while they were still being discriminated against by this country's elite institutions. -
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. -
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. -
Plaintiff's Reply
Case 1:07-cv-02067-NGG-RLM Document 174 Filed 06/25/2008 Page 1 of 38 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF NEW YORK ---------------------------------------------------------------------X UNITED STATES OF AMERICA, Plaintiff, -and- THE VULCAN SOCIETY, INC., ET AL, Civ. Action No. 07-CV-2067 (NGG)(RLM) Plaintiffs-Intervenors, ECF Case -against- Served June 25, 2008 THE CITY OF NEW YORK, ET AL, Defendants. ---------------------------------------------------------------------X MEMORANDUM OF LAW IN FURTHER SUPPORT OF PLAINTIFFS-INTERVENORS’ MOTION FOR THE CERTIFICATION OF A CLASS AND IN SUPPORT OF PLAINTIFFS-INTERVENORS’ MOTION TO AMEND AND SUPPLEMENT THE COMPLAINT SCOTT + SCOTT, LLP LEVY RATNER, P.C. 29 West 57th Street 80 Eighth Avenue, 8th Floor New York, NY 10019 New York, NY 10011 (212) 223-6444 (212) 627-8100 (212) 223-6334 (fax) (212) 627-8182 (fax) CENTER FOR Attorneys for Plaintiffs-Intervenors CONSTITUTIONAL RIGHTS 666 Broadway, 7th Floor New York, NY 10012-2399 (212) 614-6438 (212) 614-6499 (fax) On the brief: Richard A. Levy Dana Lossia Judy Scolnick Darius Charney 56-001-00001 15512.DOC Case 1:07-cv-02067-NGG-RLM Document 174 Filed 06/25/2008 Page 2 of 38 TABLE OF CONTENTS PRELIMINARY STATEMENT .................................................................................................1 POINT I. Unlawful Employment Practices Uncovered During the Course of Discovery Are Properly Adjudicated In This Case ................................................2 A. The Employment Practices Being Challenged..................................................................2 B. The Challenged Practices Were Part of The EEOC Charges, And Have Been The Subject of Discovery In This Case...................................................5 C. The Challenge to Exam 6019 Should Be Included In This Action And Those Injured by Exam 6019 Are Proper Members of the Proposed Class..............10 POINT II. -
The Complex Relationship Between Jews and African Americans in the Context of the Civil Rights Movement
The Gettysburg Historical Journal Volume 20 Article 8 May 2021 The Complex Relationship between Jews and African Americans in the Context of the Civil Rights Movement Hannah Labovitz Gettysburg College Follow this and additional works at: https://cupola.gettysburg.edu/ghj Part of the History Commons Share feedback about the accessibility of this item. Recommended Citation Labovitz, Hannah (2021) "The Complex Relationship between Jews and African Americans in the Context of the Civil Rights Movement," The Gettysburg Historical Journal: Vol. 20 , Article 8. Available at: https://cupola.gettysburg.edu/ghj/vol20/iss1/8 This open access article is brought to you by The Cupola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The Cupola. For more information, please contact [email protected]. The Complex Relationship between Jews and African Americans in the Context of the Civil Rights Movement Abstract The Civil Rights Movement occurred throughout a substantial portion of the twentieth century, dedicated to fighting for equal rights for African Americans through various forms of activism. The movement had a profound impact on a number of different communities in the United States and around the world as demonstrated by the continued international attention marked by recent iterations of the Black Lives Matter and ‘Never Again’ movements. One community that had a complex reaction to the movement, played a major role within it, and was impacted by it was the American Jewish community. The African American community and the Jewish community were bonded by a similar exclusion from mainstream American society and a historic empathetic connection that would carry on into the mid-20th century; however, beginning in the late 1960s, the partnership between the groups eventually faced challenges and began to dissolve, only to resurface again in the twenty-first century. -
Remembering Racial Integration in Teaneck, New Jersey, 1949 – 1968
Reputation and Reality in America’s Model Town: Remembering Racial Integration in Teaneck, New Jersey, 1949 – 1968 Rachel Mark Senior Thesis Department of History, Columbia University April 4, 2011 Acknowledgements In ‟65 tension was running high at my high school/ There was a lot of fights between the black and white/There was nothing you could do…/ Troubled times had come to my hometown/ My hometown/ My hometown/ My hometown - Bruce Springsteen, “My Hometown” This thesis investigates how integration is remembered in Teaneck, NJ, the first town in the nation to vote for integrated schools. While I observe in this thesis that the reality of integration ultimately fell short of the goals set by the activists themselves, I do not wish to take away from these individuals and their honorable actions. In a time when the country faced fierce segregation and racism, a majority in Teaneck stepped up and voted for what they believed in their hearts was right: equal education. As a third generation Teaneck resident, I feel a close connection to this story. My grandparents still vividly remember casting their votes for integration, and my mother went to the central sixth grade school created as part of the original integration plan. And at the outset, I would like to thank my parents – Joseph and Meryl Mark – and grandparents – Abraham and Sheila Schlussel, and Norman and Frances Mark – for not just providing me with a topic for my thesis but also for instilling a love of education and learning that inspired me to undertake the project in the first place. -
Race, Housing and the Fight for Civil Rights in Los Angeles
RACE, HOUSING AND THE FIGHT FOR CIVIL RIGHTS IN LOS ANGELES Lesson Plan CONTENTS: 1. Overview 2. Central Historical Question 3. Extended Warm-Up 4. Historical Background 5. Map Activity 6. Historical Background 7. Map Activity 8. Discriminatory Housing Practices And School Segregation 9. Did They Get What They Wanted, But Lose What They Had? 10. Images 11. Maps 12. Citations 1. California Curriculum Content Standard, History/Social Science, 11th Grade: 11.10.2 — Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209. 11.10.4 — Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. ‘s “Letter from Birmingham Jail” and “I Have a Dream” speech. 3 2. CENTRAL HISTORICAL QUESTION: Considering issues of race, housing, and the struggle for civil rights in post-World War II Los Angeles, how valid is the statement from some in the African American community looking back: “We got what we wanted, but we lost what we had”? Before WWII: • 1940s and 1950s - Segregation in housing. • Shelley v. Kraemer, 1948 and Barrows vs. Jackson, 1953 – U.S. Supreme Court decisions abolish. • Map activities - Internet-based research on the geographic and demographic movements of the African American community in Los Angeles. • Locating homes of prominent African Americans. • Shift of African Americans away from central city to middle-class communities outside of the ghetto, resulting in a poorer and more segregated central city. -
Biographical Description for the Historymakers® Video Oral History with the Honorable Julian Bond
Biographical Description for The HistoryMakers® Video Oral History with The Honorable Julian Bond PERSON Bond, Julian, 1940- Alternative Names: The Honorable Julian Bond; Julian Bond; Life Dates: January 14, 1940-August 15, 2015 Place of Birth: Nashville, Tennessee, USA Residence: Washington, DC Occupations: Civil Rights Activist; State Representative; State Senator Biographical Note Civil rights activist, state representative, and state senator Julian Bond was born on January 14, 1940 in Nashville, Tennessee. He and his family moved to Pennsylvania, where his father, Horace Mann Bond, was appointed president of Lincoln University. In 1957, Julian Bond graduated from the George School, a Quaker school in Bucks County, Pennsylvania, and entered Morehouse College. In 1960, Julian Bond was one of several hundred students who helped form the Student Nonviolent Coordinating Committee (SNCC). In 1965, Julian Bond was elected to the Georgia House of Representatives. He was barred from taking his seat in the House because of his outspoken statements against the Vietnam War. In December 1966 the Supreme Court ruled in his favor and he served four terms as Representative and six terms in the Georgia Senate, from 1975-1986. During the 1968 presidential election, he was the first African American to be nominated for Vice-President of the United States. He withdrew his name from the ballot, however, because he was too young to serve. Later, Julian Bond was host of America's Black Forum. In 1987, Bond narrated the critically acclaimed 1987 PBS series, Eyes on the Prize. Julian Bond continued his tradition of activism as Chairman of the NAACP. He also served as President Emeritus of the Southern Poverty Law Center. -
Rep. Bass Elected to Chair House Subcommittee on Africa, Global
Rep. Bass Elected To Chair House Subcommittee On Africa, Global Jan Perry Declares Candidacy Health, Global Human Rights and for Los Angeles County Supervi- International Organizations sor (See page A-2) (See page A-14) VOL. LXXVV, NO. 49 • $1.00 + CA. Sales Tax THURSDAY, DECEMBER 12 - 18, 2013 VOL. LXXXV NO. 05, $1.00 +CA. Sales “ForTax Over “For Eighty Over Eighty Years TheYears Voice The Voiceof Our of Community Our Community Speaking Speaking for forItself Itself” THURSDAY, JANUARY 31, 2019 BY NIELE ANDERSON Staff Writer James Ingram’s musi- cal career will forever be carved in the Grammy ar- chives and Billboard 100 charts. His rich and soulful vocals ruled the R&B and Pop charts in the 80’s and 90’s. Ingram was discov- ered by Quincy Jones on a demo for the hit, Just Once, written by Barry Mann and FILE PHOTO Cynthia Weil, which he sang for $50. STAFF REPORT investigation regarding He went on to record the Los Angeles Police hits, “Just Once,” “One Long before the 2015 Department’s Metropoli- Hundred Ways,” “How Sandra Bland traffic stop tan Division and the in- Do You Keep the Music in Houston, Texas, Afri- creasing number of stops Playing?” and “Yah Mo can Americans have been officers have made on Af- B There,” a duet with Mi- battling with the reoccur- rican American motorists. chael McDonald. One of ring fear of driving while According to the re- his milestone writing cred- Black. Some people be- port, “Nearly half the driv- its was with Quincy Jones lieve that the fear of driv- ers stopped by Metro are on Michael Jackson’s 1983 ing while Black, is associ- Black, which has helped Top 10 hit “P.Y.T.” (Pretty ated with a combination drive up the share of Afri- Young Thing).