The Complex Relationship Between Jews and African Americans in the Context of the Civil Rights Movement
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The Debate Over Mixed Seating in the American Synagogue
Jack Wertheimer (ed.) The American Synagogue: A Sanctuary Transformed. New York: Cambridge 13 University Press, 1987 The Debate over Mixed Seating in the American Synagogue JONATHAN D. SARNA "Pues have never yet found an historian," John M. Neale com plained, when he undertook to survey the subject of church seating for the Cambridge Camden Society in 1842. 1 To a large extent, the same situation prevails today in connection with "pues" in the American syn agogue. Although it is common knowledge that American synagogue seating patterns have changed greatly over time - sometimes following acrimonious, even violent disputes - the subject as a whole remains unstudied, seemingly too arcane for historians to bother with. 2 Seating patterns, however, actually reflect down-to-earth social realities, and are richly deserving of study. Behind wearisome debates over how sanctuary seats should be arranged and allocated lie fundamental disagreements over the kinds of social and religious values that the synagogue should project and the relationship between the synagogue and the larger society that surrounds it. As we shall see, where people sit reveals much about what they believe. The necessarily limited study of seating patterns that follows focuses only on the most important and controversial seating innovation in the American synagogue: mixed (family) seating. Other innovations - seats that no longer face east, 3 pulpits moved from center to front, 4 free (un assigned) seating, closed-off pew ends, and the like - require separate treatment. As we shall see, mixed seating is a ramified and multifaceted issue that clearly reflects the impact of American values on synagogue life, for it pits family unity, sexual equality, and modernity against the accepted Jewish legal (halachic) practice of sexual separatiop in prayer. -
African American Perspectives with Emphasis on the Perspective of Black Liberation Theology
D. PROVIDENCE AND HISTORIES: AFRICAN AMERICAN PERSPECTIVES WITH EMPHASIS ON THE PERSPECTIVE OF BLACK LIBERATION THEOLOGY Introduction Black theology as a particular perspective and method in the field of theology is a relatively new phenomenon which has roots in the religious history of the slave ancestors of today's African-Americans.1 Black theology, like most theology, is essentially an attempt to understand the meaning and purpose of human life in the context of a community which believes in God. Black theologies, though diverse, all seek to understand the meaning and pur- pose of Black humanity in the context of a society which is inimical and oppres- sive to its existence. Recent news report would suggests that assertions that African- Americans are the victims of systemic genocide may not be too radical. The infant mortality rate of African-American babies in major United States cities is equal to that of some third world countries; the life expectancy of Blacks decreased in the last six months; suicide rates have increased; the major threat to life for Black males between the ages of 22 and 45 is murder; Black males and females experience a higher rate of incarceration in prisons; deaths by aids and drugs is steadily increas- ing; etc. The development "life statistics" have complex histories but the envi- ronmental stresses of high unemployment, homelessness, miseducation, poor medical care, general poverty, and racism are contributing factors. These condi- tions have a systemic origin and require systemic solutions. John W. Fleming suggests that in its initial stages of development, Black the- ology was united in its goal but diverse in its response in addressing the reality of the "color-caste system" and oppression which characterize the social reality of African-Americans. -
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. -
Witness for Freedom: Curriculum Guide for Using Primary Documents
WITNESS FOR FREEDOM A Curriculum Guide for Using Primary Documents to teach Abolitionist History By Wendy Kohler and Gaylord Saulsberry Published by The Five College Public School Partnership 97 Spring Street, Amherst, MA 01002 ACKNOWLEDGMENTS The Witness for Freedom project began in 1995 with the vision of Christine Compston, then Director of the National History Education Network. She approached Mary Alice Wilson at the Five College Public School Partnership with the idea of developing an institute for social studies teachers that would introduce them to the documents recently published by C. Peter Ripley in Witness for Freedom: African American Voices on Race, Slavery, and Emancipation. Together they solicited the participation of David Blight, Professor of History at Amherst College, and author of Frederick Douglass’ Civil War: Keeping Faith in Jubilee. The Witness for Freedom Summer Institute was held in 1996 under their direction and involved twenty teachers from Western Massachusetts. The project was made possible by a grant from the National Historical Publications and Records Commission of the National Archives with additional support from the Nan and Matilda Heydt Fund of the Community Foundation of Western Massachusetts. The publication of this guide by Wendy Kohler and Gaylord Saulsberry of the Amherst Public Schools offers specific guidance for Massachusetts teachers and district personnel concerned with aligning classroom instruction with the state curriculum frameworks. The Five College Public School Partnership thanks all of the above for their involvement in this project. Additional copies of this guide and the Witness for Freedom Handbook for Professional Development are available from the Five College Public School Partnership, 97 Spring Street, Amherst, MA 01002. -
African American Culture
g e n e r a l i n f o r m a t i o n ν Most African-Americans are Christians of various denominations, such as Episcopal and Methodist or a combination of the two. They are also Baptist, Lutheran and he following information is provided to help Catholics as well as a number of Tyou become more aware of your patients’ and Pentecostals and Jehovah’s Witnesses. coworkers’ views, traditions, and actions. While you can use this information as a guide, ν African-Americans are a mainstay in the American entertainment culture in such keep in mind that all people within a culture fields as professional sports, cinema, are not the same. Be sure to ask your patients journalism and music. and their families about specific beliefs, practices, and customs that may be relevant ν You should address the patient in a and important during medical treatment and courteous manner. All people, without hospitalization. regard to culture, race, gender and disability, want to be treated with respect When describing the African-American culture, and courtesy. the following information could apply to African-Americans from all of the states, as ν Although most African-Americans were well as some African-Americans living outside born in the United States, a sizable of the United States. Each piece of number have come from such African information does not necessarily apply to all countries like: Nigeria, and Zaire/Congo. people of African-American descent. i n t e r - p e r s o n a l r e l a t i o n s h i p s relationship roles personal space ν Religion and extended family are traditionally ν Many African-Americans are outspoken, and very important among African-Americans. -
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. -
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. -
Racist US Laws Provided Inspiration to the Nazis: an Interview with James Q
Racist US Laws Provided Inspiration To The Nazis: An Interview With James Q. Whitman James Q. Whitman is the Ford Foundation Professor of Comparative and Foreign Law at Yale Law School At a time when white supremacist ideas are thriving in the United States, a recently published book by James Q. Whitman, professor of comparative and foreign law at Yale Law School, provides a chilling account of the way US race law provided inspiration for the Nazis, including Hitler himself, in the making of the Nuremberg Laws and their pursuit of a “perfect” racist order. In an exclusive interview for Truthout, Professor Whitman explains the connection between the centerpiece anti-Jewish legislation of the Nazi regime – the Nuremberg Laws – and US race law. C.J. Polychroniou: Professor Whitman, most scholars before you have insisted that there was no direct US influence on Nazi race law, yetHitler’s American Model argues something quite the opposite: that the Nazis not only did not regard the United States as an ideological enemy, but in fact modeled the Nuremberg Laws after US racist legislation. First, can you briefly point out some of the evidence for your thesis, and then explain why others have failed to see a direct connection? James Q. Whitman: The evidence is pretty much in plain sight. Hitler himself described the United States in Mein Kampf as “the one state” that was making progress toward the creation of a racial order of the kind he hoped to establish in Germany. After the Nazis came to power, German lawyers regularly discussed American models — not only the model of Jim Crow segregation, but also American immigration law, which targeted Asians and southern and Eastern Europeans; American law establishing second-class citizenship for groups like Filipinos; and American anti-miscegenation statutes. -
German Jews in the United States: a Guide to Archival Collections
GERMAN HISTORICAL INSTITUTE,WASHINGTON,DC REFERENCE GUIDE 24 GERMAN JEWS IN THE UNITED STATES: AGUIDE TO ARCHIVAL COLLECTIONS Contents INTRODUCTION &ACKNOWLEDGMENTS 1 ABOUT THE EDITOR 6 ARCHIVAL COLLECTIONS (arranged alphabetically by state and then city) ALABAMA Montgomery 1. Alabama Department of Archives and History ................................ 7 ARIZONA Phoenix 2. Arizona Jewish Historical Society ........................................................ 8 ARKANSAS Little Rock 3. Arkansas History Commission and State Archives .......................... 9 CALIFORNIA Berkeley 4. University of California, Berkeley: Bancroft Library, Archives .................................................................................................. 10 5. Judah L. Mages Museum: Western Jewish History Center ........... 14 Beverly Hills 6. Acad. of Motion Picture Arts and Sciences: Margaret Herrick Library, Special Coll. ............................................................................ 16 Davis 7. University of California at Davis: Shields Library, Special Collections and Archives ..................................................................... 16 Long Beach 8. California State Library, Long Beach: Special Collections ............. 17 Los Angeles 9. John F. Kennedy Memorial Library: Special Collections ...............18 10. UCLA Film and Television Archive .................................................. 18 11. USC: Doheny Memorial Library, Lion Feuchtwanger Archive ................................................................................................... -
The Nuremberg Laws Deprived Jews of Their Rights in Nazi Germany by Encyclopedia Britannica, Adapted by Newsela Staff on 04.19.17 Word Count 670 Level 800L
The Nuremberg Laws Deprived Jews of Their Rights in Nazi Germany By Encyclopedia Britannica, adapted by Newsela staff on 04.19.17 Word Count 670 Level 800L Maria (right), a 6-year-old girl of the Romanian Jewish community, wears a yellow Star of David badge bearing the word "Jude," a symbol of Nazi persecution, along with another girl during a ceremony at the Holocaust memorial in Bucharest, Romania, October 11, 2011. About 800,000 Jews lived in Romania before World War II. Half of them died during the war or were sent to concentration camps. Only about 6,000 Jews live in Romania currently, according to official statistics. AP Photo/ Vadim Ghirda The Nazis created laws to take away the rights of the Jewish people in Germany. They were called the Nuremberg Laws and were the idea of Nazi leader Adolf Hitler. The laws were passed in the city of Nuremberg, Germany, on September 15, 1935. The first law took away the citizenship of Jews. It was called the "Law of the Reich Citizen." The "Reich" was the name for the German empire. The other law was the "Law for the Protection of German Blood and German Honor." It said that Jews and non-Jewish Germans could not marry. Jews were not even allowed to fly the German flag. During World War II, Germany tried to destroy the Jewish people. They killed and imprisoned millions of them. It was called the Holocaust. The Nuremberg Laws were the beginning of that. This article is available at 5 reading levels at https://newsela.com. -
From African to African American: the Creolization of African Culture
From African to African American: The Creolization of African Culture Melvin A. Obey Community Services So long So far away Is Africa Not even memories alive Save those that songs Beat back into the blood... Beat out of blood with words sad-sung In strange un-Negro tongue So long So far away Is Africa -Langston Hughes, Free in a White Society INTRODUCTION When I started working in HISD’s Community Services my first assignment was working with inner city students that came to us straight from TYC (Texas Youth Commission). Many of these young secondary students had committed serious crimes, but at that time they were not treated as adults in the courts. Teaching these young students was a rewarding and enriching experience. You really had to be up close and personal with these students when dealing with emotional problems that would arise each day. Problems of anguish, sadness, low self-esteem, disappointment, loneliness, and of not being wanted or loved, were always present. The teacher had to administer to all of these needs, and in so doing got to know and understand the students. Each personality had to be addressed individually. Many of these students came from one parent homes, where the parent had to work and the student went unsupervised most of the time. In many instances, students were the victims of circumstances beyond their control, the problems of their homes and communities spilled over into academics. The teachers have to do all they can to advise and console, without getting involved to the extent that they lose their effectiveness. -
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.