Attachment B Historical Sketch of the 1947 Journey of Reconciliation
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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). -
Radical Pacifism, Civil Rights, and the Journey of Reconciliation
09-Mollin 12/2/03 3:26 PM Page 113 The Limits of Egalitarianism: Radical Pacifism, Civil Rights, and the Journey of Reconciliation Marian Mollin In April 1947, a group of young men posed for a photograph outside of civil rights attorney Spottswood Robinson’s office in Richmond, Virginia. Dressed in suits and ties, their arms held overcoats and overnight bags while their faces carried an air of eager anticipation. They seemed, from the camera’s perspective, ready to embark on an exciting adventure. Certainly, in a nation still divided by race, this visibly interracial group of black and white men would have caused people to stop and take notice. But it was the less visible motivations behind this trip that most notably set these men apart. All of the group’s key organizers and most of its members came from the emerging radical pacifist movement. Opposed to violence in all forms, many had spent much of World War II behind prison walls as conscientious objectors and resisters to war. Committed to social justice, they saw the struggle for peace and the fight for racial equality as inextricably linked. Ardent egalitarians, they tried to live according to what they called the brotherhood principle of equality and mutual respect. As pacifists and as militant activists, they believed that nonviolent action offered the best hope for achieving fundamental social change. Now, in the wake of the Second World War, these men were prepared to embark on a new political jour- ney and to become, as they inscribed in the scrapbook that chronicled their traveling adventures, “courageous” makers of history.1 Radical History Review Issue 88 (winter 2004): 113–38 Copyright 2004 by MARHO: The Radical Historians’ Organization, Inc. -
Historic CD Actions.Pmd
A SELECTIVE LIST OF Historic Civil Disobedience Actions here have been 1917 U.S. countless acts of civil WOMEN’S SUFFRAGE Tdisobedience through- Inspired by similar actions in Britain, out history in virtually every Alice Paul and 217 others (including country by people opposed to Dorothy Day) are arrested for picketing oppressive laws, governments, the White House, considered by some to be the first nonviolent civil disobedience corporations, institutions, and campaign in U.S. history; many go on cultures. Below is a listing of hunger strikes while in prison and are just a few notable — because brutally force-fed sheer size or subsequent impact Gandhi during the “Salt March,” at the start of the massive civil disobedience campaign in — and disparate examples India, 1930. Photo via Wikipedia. (mostly in the United States) since Thoreau’s “Civil Disobe- 1936-1937 U.S. dience” essay. In bold are LABOR names of just a few of the Autoworkers (CIO) organized 900 sit- down strikes — including 44-day sit- organizers or participants, down in Flint, MI — to establish the right each of whom could merit a to unionize (UAW), seeking better pay separate study by students. and working conditions Suggragist pickets arrested at the White House, 1917. Photo: Harris & Ewing 1940-1944 India 1846 U.S. INDEPENDENCE / WORLD WAR II WAR / SLAVERY The Quit India campaign led by Gandhi 1918-1919 U.S. Henry David Thoreau refuses to pay defied the British ban on antiwar WORLD WAR I taxes that support the Mexican-American propaganda and sought to fill the jails War and slavery Draft resisters and conscientious objectors (over 60,000 jailed) imprisoned for agitating against the war 1850s-1860s U.S. -
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. -
Notes CHAPTER 1 6
notes CHAPTER 1 6. The concept of the settlement house 1. Mario Maffi, Gateway to the Promised originated in England with the still extant Land: Ethnic Cultures in New York’s Lower East Tonybee Hall (1884) in East London. The Side (New York: New York University Press, movement was tremendously influential in 1995), 50. the United States, and by 1910 there were 2. For an account of the cyclical nature of well over four hundred settlement houses real estate speculation in the Lower East Side in the United States. Most of these were in see Neil Smith, Betsy Duncan, and Laura major cities along the east and west coasts— Reid, “From Disinvestment to Reinvestment: targeting immigrant populations. For an over- Mapping the Urban ‘Frontier’ in the Lower view of the settlement house movement, see East Side,” in From Urban Village to East Vil- Allen F. Davis, Spearheads for Reform: The lage: The Battle for New York’s Lower East Side, Social Settlements and the Progressive Movement, ed. Janet L. Abu-Lughod, (Cambridge, Mass.: 1890–1914 (New York: Oxford University Blackwell Publishers, 1994), 149–167. Press, 1967). 3. James F. Richardson, “Wards,” in The 7. The chapter “Jewtown,” by Riis, Encyclopedia of New York City, ed. Kenneth T. focuses on the dismal living conditions in this Jackson (New Haven, Conn.: Yale University ward. The need to not merely aid the impover- Press, 1995), 1237. The description of wards in ished community but to transform the physi- the Encyclopedia of New York City establishes cal city became a part of the settlement work. -
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 -
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 -
MATT CO Piece Coday2021.Docx
From Conscientious Objection to Resistance to Peace: USA to Mozambique and Beyond Matt Meyer – U.S.A. Growing up in the 1960’s, with images of the US war in Vietnam and Southeast Asia playing out on the television screen as full color background to my earliest memories, I often note that my parents were “natural born pacifists.” Neither of them belonged to any peace groups or attended demonstrations, but the idea that “war was wrong” permeated our household. In 1979, when US President Jimmy Carter suggested bringing back registration for the draft as a show of strength in the face of Soviet incursions to Afghanistan, my own high school senior mentality drove these anti-war instincts into high gear. As editor of my school’s student newspaper, I went about looking for any organization I could find to inform my fellow 17 and 18-year-olds what we were facing as the first step of an all-out draft returned. Receiving a thick envelope of materials in the mail from the Central Committee on Conscientious Objection and visiting the War Resisters League (WRL) national office in downtown Manhattan were this Brooklyn boy’s first direct forays into the movement for nonviolent social change. At WRL, I met some of the historic World War Two conscientious objectors whose histories were already somewhat legendary. Jim Peck, who was likely the most-beaten white man in the Black freedom struggle, was the greeter at the WRL door those days, relating stories of his involvement from the first Journey of Reconciliation freedom ride in 1947 to the present. -
Community Foundation of Jackson Hole Annual
COMMUNITY FOUNDATION OF JACKSON HOLE ANNUAL REPORT / 2018 TA B L E Welcome Letter 3 OF CONTENTS About Us 4 Donor Story 6 Professional Development & Resources 8 Competitive Grants 10 Youth Philanthropy 12 Micro Grants 16 Opportunities Fund 18 Collective Impact 20 Legacy Society 24 1 Fund Highlights 24-25 Key Financial Indicators 26 Donor Story 28 The Foundation Circle 30 Community Foundation Funds 34 Old Bill’s Fun Run 36 Co-Challengers 38 Friends of the Match 42 Gifts to Funds 44 Community Foundation of Teton Valley 46 Behind the Scenes 48 In Memoriam 50 Community Foundation of Jackson Hole / Annual Report 2018 2 Fund & Program Highlight HELLO, Mr. and Mrs. Old Bill say it best. They have always led with the question, “How can we help?” Their initial vision was to inspire “we” to become “all of us.” And it has. In 2018, you raised an astonishing amount, bringing Old Bill’s Fun Run’s 22-year total to more than $159 million for local nonprofits. Inside these pages, you will see the impact of our remarkable community’s generosity. In fact, one out of every three families in Teton County takes part in Old Bill’s—an event that has become a national model for collaborative fundraising. Old Bill’s lasts only a morning, but because of your support, we are touching lives and working for the community 3 every day. Nonprofits rely on us for professional workshops and resources and receive critical funding through our Competitive and Capacity Building grant opportunities. We convene Community Conversations to find collaborative solutions to local problems. -
June/July 2010 Education Coordinator by Rosalie Nagler I N T H I S I S S U E As We Move Into Summer in East Tennessee, We Look Forward to New Beginnings
Heska Amuna Welcomes New Rabbi, Volume 2 ♦ Issue 6 ♦ June/July 2010 Education Coordinator By Rosalie Nagler I N T H I S I S S U E As we move into summer in East Tennessee, we look forward to new beginnings. We welcome a new rabbi who Heska Amuna HaShofar starts in August with the the arrival of Rabbi Alon Ferency From the Rabbi’s Desk……………...1 and his wife, Karen. They come to us from Los Angeles, where Rabbi Ferency graduated in May from the Ziegler From the Chair...………………..….1 School of Rabbinic Studies. By birth, Rabbi Ferency is from Kitchen & Kiddush News………......3 the northeast, having grown up in Massachusetts. He HARS News………………..…..….….4 attended Harvard and has traveled extensively. We anticipate welcoming him to ―Volunteer Country‖ with typical southern hospitality. Among Our Members…………...….6 Anna Iroff will be our religious school coordinator. Anna comes to us as one of our Contributions……………………......6 ―kids‖ who grew up at Heska Amuna and went on to study at the Albert A. List College of Jewish Studies, an undergraduate program of the Jewish Theological Seminary in New York. While studying there, Anna also worked as a religious school teacher and is very Temple Beth El Times excited to guide our religious school. She has taught the Confirmation class the past two years and and adult education classes. We look forward to her collaborating with Rabbi From the Rabbi’s Study….………..11 Ferency to create a bright future for the next generation of Heska Amuna ―kids!‖ President’s Message…………..…...12 As you can see, Heska Amuna Synagogue has many opportunities open to us for a renewal in our congregation. -
George Houser “Stack of the Artist of Kouroo” Project HDT WHAT? INDEX
THE REVEREND GEORGE MILLS HOUSER “NARRATIVE HISTORY” AMOUNTS TO FABULATION, THE REAL STUFF BEING MERE CHRONOLOGY Reverend George Houser “Stack of the Artist of Kouroo” Project HDT WHAT? INDEX REVEREND GEORGE HOUSER GEORGE MILLS HOUSER 1916 June 2, Friday: George Mills Houser was born in Cleveland, Ohio to a Methodist missionary couple, the Reverend Otto Henry Houser and Ethel Mills Houser. He would be with his parents at Manila in the Philippine Islands and turn eight while the family was in London on its way back to the United States. Influenced by Henry David Thoreau and his theories on how to use nonviolent resistance to achieve social change, he would join the War Resisters League and in November 1940 while studying at Union Theological Seminary in New York become a war protestor, and join with other ministerial students in conscientious objection to draft registration. After release from the federal prison in Danbury, Connecticut with a felony record, he would find himself unwelcome at the Union Theological Seminary because he had in that principled stand somehow discredited this Christian institution, and would need to complete his ministerial training instead at the Theological Seminary in Chicago. NOBODY COULD GUESS WHAT WOULD HAPPEN NEXT Reverend George Houser “Stack of the Artist of Kouroo” Project HDT WHAT? INDEX GEORGE MILLS HOUSER REVEREND GEORGE HOUSER 1924 George Mills Houser turned 8 while the family was in London, on its way back to the United States from an extended missionary tour at Manila in the Philippine Islands. LIFE IS LIVED FORWARD BUT UNDERSTOOD BACKWARD? — NO, THAT’S GIVING TOO MUCH TO THE HISTORIAN’S STORIES. -
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