1 the Highest Tribute Is to Be Remembered As a Person Not Just
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REFLECTION REFLECTION the Freedom Riders of the Civil Rights Movement
REFLECTION REFLECTION The Freedom Riders of the Civil Rights Movement “I’m taking a trip on the Greyhound bus line, I’m riding the front seat to New Orleans this time. Hallelujah I’m a travelin’, hallelujah ain’t it fine, Hallelujah I’m a travelin’ down freedom’s main line.” This reflection is based on the PBS documentary, “Freedom Riders,” which is a production of The American Experience. To watch the film, go to: http://to.pbs.org/1VbeNVm. SUMMARY OF THE FILM From May to November 1961, over 400 Americans, both black and white, witnessed the power of nonviolent activism for civil rights. The Freedom Riders were opposing the racist Jim Crow laws of the South by riding bus lines from Washington, D.C., down through the Deep South. These Freedom Rides were organized by the Congress of Racial Equality (CORE). Despite the violence, threats, and extraor- dinary racism they faced, people of conscience, both black and white, Northern and Southern, rich and poor, old and young, carried out the Freedom Rides as a testimony to the basic truth all Americans hold: that the government must protect the constitutional rights of its people. Finally, on September 22, 1961, segregation on the bus lines ended. This was arguably the movement that changed the force and effectiveness of the Civil Rights Movement as a whole and set the stage for other organized movements like the Selma to Montgomery March and the March on Washington for Jobs and Freedom. This documentary is based on the book Freedom Riders: 1961 and the Struggle for Racial Equality by Raymond Arsenault (http://bit.ly/1Vbn4sy). -
MO4VR Response to VRAA Intro
FOR IMMEDIATE RELEASE August 17, 2021 CONTACT [email protected] March On for Voting Rights Responds to John Lewis Voting Rights Advancement Act Introduction in the House Martin Luther King III, Arndrea Waters King, Rev. Al Sharpton, Andi Pringle and other voting rights leaders organize mass mobilization to pass the John Lewis Voting Rights Advancement Act Washington, D.C. — Today, standing on the Edmund Pettus Bridge, Congresswoman Terri Sewell (D-AL) introduced the John Lewis Voting Rights Advancement Act, which will restore critical provisions of the Voting Rights Act gutted by the Supreme Court. Expected to receive a vote in the House of Representatives next week, the bill will help stem the rush of attacks on voting rights across the country by ensuring that states with a recent history of voter discrimination are once again subject to federal oversight. March On for Voting Rights will call on the Senate to pass the John Lewis Voting Rights Advancement Act and the For the People Act on Saturday, August 28, when millions join the March On for Voting Rights in D.C., Phoenix, Atlanta, Houston, Miami and more than 40 other cities across the country to make their voices heard. Marchers will also call for the Senate to remove the filibuster as a roadblock to critical voting rights legislation. Rev. Al Sharpton, President and Founder of National Action Network, commented in response: “If you want to understand why the vote is so important, look at the last 4 years, the last 10 years, and the last 100 years. Freedom fighter and Congressman John Lewis knew it was essential that every vote must count in order to assure every voice is represented, but unfortunately through federal voter suppression and gerrymandering, that hasn’t been the case. -
Congressional Record United States Th of America PROCEEDINGS and DEBATES of the 116 CONGRESS, FIRST SESSION
E PL UR UM IB N U U S Congressional Record United States th of America PROCEEDINGS AND DEBATES OF THE 116 CONGRESS, FIRST SESSION Vol. 165 WASHINGTON, WEDNESDAY, MARCH 13, 2019 No. 45 House of Representatives The House met at 10 a.m. and was Comer, where he was one of seven sib- have been positively affected by the called to order by the Speaker pro tem- lings. He was born in Rock Hill, South giving and donations to Christian pore (Mr. SOTO). Carolina, where he attended Oak Ridge causes, such as the men’s shelters and f Elementary School and later served in the Boys and Girls Clubs, will be re- the United States Merchant Marines. membered for years to come. DESIGNATION OF SPEAKER PRO He was married to Francis Watkins The company is now being run by his TEMPORE Comer for 64 years and had two chil- son, Chip Comer, and the legacy of his The SPEAKER pro tempore laid be- dren, Brenda Comer Sutton and Leon father can be summed up by the words fore the House the following commu- ‘‘Chip’’ Comer, Jr. of Chip when he said the following: nication from the Speaker: Leon Comer believed in the value of ‘‘My father is the epitome of what I WASHINGTON, DC, hard work and, after working as a man- would always want to be, as he taught March 13, 2019. ager of a beer distributor in the greater me so many life lessons growing up.’’ I hereby appoint the Honorable DARREN Rock Hill market for 12 years, he Leon Comer left an indelible imprint SOTO to act as Speaker pro tempore on this founded Comer Distributing in 1971, on the many lives that he touched, and day. -
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. -
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. -
Montgomery Bus Boycott and Freedom Rides 1961
MONTGOMERY BUS BOYCOTT AND FREEDOM RIDES 1961 By: Angelica Narvaez Before the Montgomery Bus Boycott vCharles Hamilton Houston, an African-American lawyer, challenged lynching, segregated public schools, and segregated transportation vIn 1947, the Congress of Racial Equality organized “freedom rides” on interstate buses, but gained it little attention vIn 1953, a bus boycott in Baton Rouge partially integrated city buses vWomen’s Political Council (WPC) v An organization comprised of African-American women led by Jo Ann Robinson v Failed to change bus companies' segregation policies when meeting with city officials Irene Morgan v Commonwealth of Virginia (1946) vVirginia's law allowed bus companies to establish segregated seating in their buses vDuring 1944, Irene Morgan was ordered to sit at the back of a Greyhound Bus v Refused and was arrested v Refused to pay the fine vNAACP lawyers William Hastie and Thurgood Marshall contested the constitutionality of segregated transportation v Claimed that Commerce Clause of Article 1 made it illegal v Relatively new tactic to argue segregation with the commerce clause instead of the 14th Amendment v Did not claim the usual “states rights” argument Irene Morgan v Commonwealth of Virginia (1946) v Supreme Court struck down Virginia's law v Deemed segregation in interstate travel unconstitutional v “Found that Virginia's law clearly interfered with interstate commerce by making it necessary for carriers to establish different rules depending on which state line their vehicles crossed” v Made little -
Leaders of the March on Washington for Jobs and Freedom Biographical Information
“The Top Ten” Leaders of the March on Washington for Jobs and Freedom Biographical Information (Asa) Philip Randolph • Director of the March on Washington for Jobs and Freedom. • He was born on April 15, 1889 in Crescent City, Florida. He was 74 years old at the time of the March. • As a young boy, he would recite sermons, imitating his father who was a minister. He was the valedictorian, the student with the highest rank, who spoke at his high school graduation. • He grew up during a time of intense violence and injustice against African Americans. • As a young man, he organized workers so that they could be treated more fairly, receiving better wages and better working conditions. He believed that black and white working people should join together to fight for better jobs and pay. • With his friend, Chandler Owen, he created The Messenger, a magazine for the black community. The articles expressed strong opinions, such as African Americans should not go to war if they have to be segregated in the military. • Randolph was asked to organize black workers for the Pullman Company, a railway company. He became head of the Brotherhood of Sleeping Car Porters, the first black labor union. Labor unions are organizations that fight for workers’ rights. Sleeping car porters were people who served food on trains, prepared beds, and attended train passengers. • He planned a large demonstration in 1941 that would bring 10,000 African Americans to the Lincoln Memorial in Washington, DC to try to get better jobs and pay. The plan convinced President Roosevelt to take action. -
The Freedom Rides of 1961
The Freedom Rides of 1961 “If history were a neighborhood, slavery would be around the corner and the Freedom Rides would be on your doorstep.” ~ Mike Wiley, writer & director of “The Parchman Hour” Overview Throughout 1961, more than 400 engaged Americans rode south together on the “Freedom Rides.” Young and old, male and female, interracial, and from all over the nation, these peaceful activists risked their lives to challenge segregation laws that were being illegally enforced in public transportation throughout the South. In this lesson, students will learn about this critical period of history, studying the 1961 events within the context of the entire Civil Rights Movement. Through a PowerPoint presentation, deep discussion, examination of primary sources, and watching PBS’s documentary, “The Freedom Riders,” students will gain an understanding of the role of citizens in shaping our nation’s democracy. In culmination, students will work on teams to design a Youth Summit that teaches people their age about the Freedom Rides, as well as inspires them to be active, engaged community members today. Grade High School Essential Questions • Who were the key players in the Freedom Rides and how would you describe their actions? • Why do you think the Freedom Rides attracted so many young college students to participate? • What were volunteers risking by participating in the Freedom Rides? • Why did the Freedom Rides employ nonviolent direct action? • What role did the media play in the Freedom Rides? How does media shape our understanding -
Step Two: Essential Content Coverage How Can I Improve Coverage of the Civil Rights Movement by Addressing These Essential Content Areas in My Instruction?
TEACHING TOLERANCE A TOOL FOR TEACHING A PROJECT OF THE SOUTHERN POVERTY LAW CENTER THE MOVEMENT TOLERANCE.ORG Step Two: Essential Content Coverage How can I improve coverage of the civil rights movement by addressing these essential content areas in my instruction? Topic: Essential Question(s): Essential Content What I do now What else I could/should I be doing Leaders Groups Events Historical context Opposition Tactics Connections Resources or support needed © 2014 Teaching Tolerance CIVIL RIGHTS DONE RIGHT TEACHING TOLERANCE A TOOL FOR TEACHING A PROJECT OF THE SOUTHERN POVERTY LAW CENTER THE MOVEMENT TOLERANCE.ORG Step Two: Essential Content Coverage (SAMPLE) How can I improve coverage of the civil rights movement by addressing these essential content areas in my instruction? Topic: 1963 March on Washington Essential Question(s): How do the events and speeches of the 1963 March on Washington illustrate the characteristics of the civil rights movement as a whole? Essential Content What I do now What else I could/should be doing Leaders Martin Luther King Jr., Bayard Rustin, James Farmer, John Lewis, Roy A. Philip Randolph Wilkins, Whitney Young, Dorothy Height Congress of Racial Equality (CORE), Southern Christian Leadership Conference (SCLC), Student Nonviolent Groups Coordinating Committee (SNCC), Brotherhood of Sleeping Car Porters (BSCP), National Association for the Advancement of Colored People (NAACP), National Urban League (NUL), Negro American Labor Council (NALC) The 1963 March on Washington was one of the most visible and influential Some 250,000 people were present for the March Events events of the civil rights movement. Martin Luther on Washington. They marched from the Washington King Jr. -
Ain™T Gonna Let Nobody Turn Me Around
"Ain't Gonna Let Nobody Turn Me Around": Berea College's Participation in the Selma to Montgomery March DWAYNE MACK arly on a drizzly spring morning in 1965, a Greyhound bus and four cars arrived in Montgomery, Alabama. Fifty-eight students and faculty Emembers from Berea College in Kentucky, black and white, men and women, had traveled all night to participate in the final and most important leg of the Selma to Montgomery march. The historian Todd Gitlin, in his book The Sixties: Years of Hope, Days of Rage, has described the march as the "high water mark of integrationism."1 Berea's delegation, the largest of all Kentucky colleges and universities, had responded to the National Council of Churches and Dr. Martin Luther King, Jr., who had issued a call to ac- tion to register black voters in Dallas County.2 Selma's voter registration campaign spurred Berea activists to become involved in the civil rights movement; they wanted to continue the college's historical mission of promoting racial equality. The civil rights movement, especially the upheaval in Selma, had polarized the Berea campus. Although the college's officials and the student government had declined formally to endorse the march, the activists forged ahead.3 Berea College, located in east central Kentucky where the Bluegrass meets Berea students boarded the the Cumberland Mountains, was founded in 1855 by abolitionist John G. bus on Wednesday, March Fee. Berea was one of the first fully racially integrated colleges in the entire 24, 1965. Photograph from Berea College Pinnacle, South, enrolling an essentially equal number of blacks and whites from 1865 March 27, 1965 to 1892. -
JEWS and the CIVIL RIGHTS MOVEMENT
ENTREE: A PICTURE WORTH A THOUSAND NARRATIVES JEWS and the FRAMING A picture may be worth a thousand words, but it’s often never quite as CIVIL RIGHTS simple as it seems. Begin by viewing the photo below and discussing some of the questions that follow. We recommend sharing more MOVEMENT background on the photo after an initial discussion. APPETIZER: RACIAL JUSTICE JOURNEY INSTRUCTIONS Begin by reflecting on the following two questions. When and how did you first become aware of race? Think about your family, where you lived growing up, who your friends were, your viewing of media, or different models of leadership. Where are you coming from in your racial justice journey? Please share one or two brief experiences. Photo Courtesy: Associated Press Once you’ve had a moment to reflect, share your thoughts around the table with the other guests. GUIDING QUESTIONS 1. What and whom do you see in this photograph? Whom do you recognize, if anyone? 2. If you’ve seen this photograph before, where and when have you seen it? What was your reaction to it? 3. What feelings does this photograph evoke for you? 01 JEWS and the CIVIL RIGHTS MOVEMENT BACKGROUND ON THE PHOTO INSTRUCTIONS This photograph was taken on March 21, 1965 as the Read the following texts that challenge and complicate the Rev. Dr. Martin Luther King, Jr. marched with others from photograph and these narratives. Afterwards, find a chevruta (a Selma to Montgomery, Alabama in support of voting partner) and select several of the texts to think about together. -
Request for Proposals
State of Alabama Solicitation Solicitation Document Phase Document Description RFP 320 18000000064 Final RFP for NPS grant - exhibit design at bus station Procurement Folder Creation Date Print Date 606302 05/24/18 05/24/18 Request for Proposals CONTACTS Contact Name E-mail Phone Requestor: Tryon McLaney [email protected] 334-230-2674 Issuer: Tryon McLaney [email protected] 334-230-2674 Buyer: Tryon McLaney [email protected] 334-230-2674 Bids will be accepted from: 05/25/18 to: 06/22/18 All Inquiries for Information Regarding Bid Submission Requirements or Procurement Procedures Should be Directed To The Buyer Contact Listed Above. COMMODITY INFORMATION Group: 1 Line: 1 Line Type: Service Commodity Code: PRF05 Quantity: Commodity Description: DESIGNING SERVICES Unit: Extended Description: DESIGNING SERVICES SHIPPING AND BILLING Shipping Billing AHC MAIN OFFICE AHC MAIN OFFICE STACEY LITTLE/ 334-242-3184 STACEY LITTLE / 334-230-2697 468 SOUTH PERRY STREET 468 SOUTH PERRY STREET MONTGOMERY, AL 36130 MONTGOMERY, AL 36130 USA USA Delivery Date: Delivery Type: Date Printed: May 24,2018 Page Number: 1 Document Phase Document Description Page 2 18000000064 Final RFP for NPS grant - exhibit design at bus station of 6 GENERAL TERMS AND CONDITIONS FOR RFP FOR SERVICES v 7-9-15 rhc edit 7-28-15 GENERAL TERMS AND CONDITIONS FOR THIS REQUEST FOR PROPOSALS - All proposals are subject to these Terms and Conditions. 1. PROHIBITED CONTACTS; INQUIRIES REGARDING THIS RFP – From the Release Date of this RFP until a contract