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CRS Annual Report 2017
U.S. Department of Justice Community Relations Service COMMUNITY RELATIONS SERVICE ANNUAL REPORT 2017 America’s Peacemaker conciliate | mediate | facilitate | educate Transmittal Letter to Congress To the Senate and House of Representatives of the United States of America in Congress Assembled: With this statement, I hereby transmit a report on the activities of the Community Relations Service of the United States Department of Justice for Fiscal Year 2017. This report is required by Section 100 of the Civil Rights Act of 1964 (P.L. 88‐352) and by Reorganization Plan No. 1 of 1966, as revised by 28 C.F.R. 0.30(b). This report describes the Community Relations Service’s conflict resolution activities so that Members of Congress may assess its performance in executing its statutory mandate. Respectfully submitted, Gerri Ratliff Deputy Director II Community Relations Service 2017 Annual Report COMMUNITY RELATIONS SERVICE ANNUAL REPORT 2017 Table of Contents II Transmittal Letter to Congress 22 CRS in Action Highlights 6 Message from the Deputy Director 22 Honoring the Life and Legacy of 11 Congressional Mandate Roger W. Wilkins 12 About CRS 24 Establishing the National Program 12 Mission Statement for MASSAH Communities 13 Who We Are 26 Regional Case Highlights 14 What We Do 26 New England Region 15 CRS Regional Map 27 Northeastern Region 16 CRS Programmatic Services 29 Mid-Atlantic Region 18 Summary of CRS Activities and 31 Southeastern Region Accomplishments in Fiscal Year 2017 32 Midwestern Region 19 Administration of Justice Cases 33 Southwestern Region 20 Education Cases 35 Central Region 21 General Community Relations 36 Rocky Mountain Region 37 Western Region 39 Northwestern Region 40 Frequently Asked Questions 42 CRS Contact Information Message from the Deputy Director The Community Relations Service (CRS) plays a key role in helping communities prevent and respond to conflicts and tensions arising from differences of race, color, national origin, gender, gender identity, sexual orientation, religion, and disability. -
Civil Rights Movement and the Legacy of Martin Luther
RETURN TO PUBLICATIONS HOMEPAGE The Dream Is Alive, by Gary Puckrein Dr. Martin Luther King, Jr.: Excerpts from Statements and Speeches Two Centuries of Black Leadership: Biographical Sketches March toward Equality: Significant Moments in the Civil Rights Movement Return to African-American History page. Martin Luther King, Jr. This site is produced and maintained by the U.S. Department of State. Links to other Internet sites should not be construed as an endorsement of the views contained therein. THE DREAM IS ALIVE by Gary Puckrein ● The Dilemma of Slavery ● Emancipation and Segregation ● Origins of a Movement ● Equal Education ● Montgomery, Alabama ● Martin Luther King, Jr. ● The Politics of Nonviolent Protest ● From Birmingham to the March on Washington ● Legislating Civil Rights ● Carrying on the Dream The Dilemma of Slavery In 1776, the Founding Fathers of the United States laid out a compelling vision of a free and democratic society in which individual could claim inherent rights over another. When these men drafted the Declaration of Independence, they included a passage charging King George III with forcing the slave trade on the colonies. The original draft, attributed to Thomas Jefferson, condemned King George for violating the "most sacred rights of life and liberty of a distant people who never offended him." After bitter debate, this clause was taken out of the Declaration at the insistence of Southern states, where slavery was an institution, and some Northern states whose merchant ships carried slaves from Africa to the colonies of the New World. Thus, even before the United States became a nation, the conflict between the dreams of liberty and the realities of 18th-century values was joined. -
Cold War Anticommunism and the Long Civil Rights Movement in America by Kierstin Stewart a Thesis Submitted To
The Black Scare: Cold War Anticommunism and the Long Civil Rights Movement in America By Kierstin Stewart A thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the MA degree in History University of Ottawa © Kierstin Stewart, Ottawa, Canada, 2016 ii Table of Contents Introduction………………............................................................................................................v Chapter One: The “Exaggerated” American: Strategy Split and Subversion................................1 Chapter Two: Black Culture and Subversion...............................................................................48 Chapter Three: The Death of the “Exaggerated” American.........................................................96 Epilogue......................................................................................................................................134 Bibliography...............................................................................................................................148 iii Abstract This thesis discusses the impact of the Cold War on the Long African American Civil Rights Movement in the US from 1945 into the early 1970s. I seek to address the historiography that argues that the Cold War was an animating or galvanizing force behind the Civil Rights movement. I argue that black strategies of activism and black thought during the long civil rights era were directly or indirectly influenced by Cold War politics. Strategies towards freedom -
Reverend Jesse Jackson
Fulfilling America's "Single Proposition" By Reverend Jesse L. Jackson, Sr. NAACP Address Philadelphia, Pennsylvania July, 14, 2004 What has made America appealing and respected around the world? Is it our $12 trillion Gross Domestic Product and general affluence - the richest nation in history? That has great appeal, but it's not the essence of what makes America great. Is it our military might? After-all, we're the only superpower in the world. Certainly the world is aware of our might, but our military is not so much respected as feared. Is it our diversity, the fact that people from many different nations, religions and races live together in relative peace? That's important, but not our central idea. The Democratic Party Platform - in the "A Strong, Respected America" section - says: "Alone among nations, America was born in pursuit of an idea - that a free people with diverse beliefs could govern themselves in peace. For more than a century, America has spared no effort to defend and promote that idea around the world." Well there's a kernel of truth in there, but, using their words, "just over a century ago" all Americans were not free. The Democratic Party held our grandparents in slavery. So that's selective memory and revisionist history. The "single proposition" that makes America great and appealing around the world was written by Thomas Jefferson on July 4, 1776, in the Declaration of Independence - the rationale for the founding of our nation - that "all men (and women) are created equal." Even though Thomas Jefferson, a slave holder, did not practice or live up to his own words, it's his "single proposition" that America has sought to fulfill ever since. -
Martin Luther King Jr., Cesar Chavez, and the Images of Their Movements
MIXED UP IN THE MAKING: MARTIN LUTHER KING JR., CESAR CHAVEZ, AND THE IMAGES OF THEIR MOVEMENTS A Dissertation presented to the Faculty of the Graduate School University of Missouri-Columbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by ANDREA SHAN JOHNSON Dr. Robert Weems, Jr., Dissertation Supervisor MAY 2006 © Copyright by Andrea Shan Johnson 2006 All Rights Reserved The undersigned, appointed by the Dean of the Graduate School, have examined the dissertation entitled MIXED UP IN THE MAKING: MARTIN LUTHER KING JR., CESAR CHAVEZ AND THE IMAGES OF THEIR MOVEMENTS Presented by Andrea Shan Johnson A candidate for the degree of Doctor of Philosophy of History And hereby certify that in their opinion it is worthy of acceptance. __________________________________________________________ Professor Robert Weems, Jr. __________________________________________________________ Professor Catherine Rymph __________________________________________________________ Professor Jeffery Pasley __________________________________________________________ Professor Abdullahi Ibrahim ___________________________________________________________ Professor Peggy Placier ACKNOWLEDGEMENTS I owe thanks to many people for helping me in the completion of this dissertation. Thanks go first to my advisor, Dr. Robert Weems, Jr. of the History Department of the University of Missouri- Columbia, for his advice and guidance. I also owe thanks to the rest of my committee, Dr. Catherine Rymph, Dr. Jeff Pasley, Dr. Abdullahi Ibrahim, and Dr. Peggy Placier. Similarly, I am grateful for my Master’s thesis committee at Indiana University-Purdue University at Indianapolis, Dr. Annie Gilbert Coleman, Dr. Nancy Robertson, and Dr. Michael Snodgrass, who suggested that I might undertake this project. I would also like to thank the staff at several institutions where I completed research. -
Teaching the March on Washington
Nearly a quarter-million people descended on the nation’s capital for the 1963 March on Washington. As the signs on the opposite page remind us, the march was not only for civil rights but also for jobs and freedom. Bottom left: Martin Luther King Jr., who delivered his famous “I Have a Dream” speech during the historic event, stands with marchers. Bottom right: A. Philip Randolph, the architect of the march, links arms with Walter Reuther, president of the United Auto Workers and the most prominent white labor leader to endorse the march. Teaching the March on Washington O n August 28, 1963, the March on Washington captivated the nation’s attention. Nearly a quarter-million people—African Americans and whites, Christians and Jews, along with those of other races and creeds— gathered in the nation’s capital. They came from across the country to demand equal rights and civil rights, social justice and economic justice, and an end to exploitation and discrimination. After all, the “March on Washington for Jobs and Freedom” was the march’s official name, though with the passage of time, “for Jobs and Freedom” has tended to fade. ; The march was the brainchild of longtime labor leader A. PhilipR andolph, and was organized by Bayard RINGER Rustin, a charismatic civil rights activist. Together, they orchestrated the largest nonviolent, mass protest T in American history. It was a day full of songs and speeches, the most famous of which Martin Luther King : AFP/S Jr. delivered in the shadow of the Lincoln Memorial. top 23, 23, GE Last month marked the 50th anniversary of the march. -
Step Four: Instructional Matrix, Section 1 Topic
TEACHING TOLERANCE A TOOL FOR TEACHING A PROJECT OF THE SOUTHERN POVERTY LAW CENTER THE MOVEMENT TOLERANCE.ORG Step Four: Instructional Matrix, Section 1 Topic: Essential Question(s): LEADERS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards GROUPS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards © 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 FOUR: INSTRUCTIONAL MATRIX, SECTION 1 (CONTINUED) Topic: EVENTS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards HISTORICAL CONTEXT Content/topics Key concepts and vocabulary Strategies and skills Materials Standards © 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 FOUR: INSTRUCTIONAL MATRIX, SECTION 1 (CONTINUED) Topic: OPPOSITION Content/topics Key concepts and vocabulary Strategies and skills Materials Standards TACTICS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards © 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 FOUR: INSTRUCTIONAL MATRIX, SECTION 1 (CONTINUED) Topic: CONNECTIONS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards © 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 Four: Instructional Matrix, Section 1 (SAMPLE) 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? LEADERS Content/topics Key concepts and vocabulary Martin Luther King Jr., A. -
Andrew A. Robinson Elementary Every Student in Grades K-5 At
Black History Timeline Andrew A. Robinson Elementary Every student in grades K-5 at A.R.E. will complete a Black History Timeline at home based on the guidelines in this packet. Students will select a famous African- American in the category for their grade level, complete a timeline at home, and submit it to your ELA teacher on the assigned due date for a grade. The final project is due to your Language Arts teacher on Tuesday, February 25, 2021. Being that this is an at home project, your child will not be given time at school to research, plan, or complete this project. Please help your child in his/her efforts to have the project follow the requirements and handed in on time. PLEASE NOTE: This project will count as a test grade in Language Arts and Social Studies. One project per homeroom class will be selected to be featured on the A.R.E. Facebook page. Let’s hope it’s yours!! Black History Timeline Make an illustrated timeline (10 or more entries on the timeline) showing important events from the life of the person you are doing your Black History Project on. This project should be completed on a sheet of poster board. Underneath each illustration on the timeline, please create a detailed caption about what is in the illustration and the date in which the event occurred. *You must include: • A minimum of 10 entries on the timeline put in chronological order. • At least 5 entries should include an illustrated picture and detailed caption. • You must include at least one event on each of the following topics: the person’s date of birth, education, what made this figure important in African American history and their life’s accomplishment (s). -
Civil Rights History Project Interview Completed by the Southern Oral
Civil Rights History Project Interview completed by the Southern Oral History Program under contract to the Smithsonian Institution’s National Museum of African American History & Culture and the Library of Congress, 2013 Interviewee: Cecilia Suyat Marshall Interview Date: June 29, 2013 Location: Falls Church, Virginia Interviewer: Emilye Crosby Videographer: John Bishop Length: 30:49 minutes [Sounds of conversation, laughter, children’s voices, and other activity going on in the church where the interview takes place. The sounds continue in the background throughout the interview.] Emilye Crosby: Ready, John? John Bishop: We’re back on. Emilye Crosby: Okay. What was your awareness or impression of race growing up in Hawaii at that time? Cecilia Suyat Marshall: I really didn’t have any idea at all, because I went to school with different nationalities, Japanese, Filipino, Chinese, and I think there was only one Negro family in the whole section where I was. They didn’t have any children. EC: Um-hmm. Cecilia Suyat Marshall, June 29, 2013 2 CM: And it wasn’t really until I went to New York that I found out about the racial problem. EC: I was going to ask: What was it like to go to New York after—? CM: It was great. I loved it. EC: Yeah? CM: See, my father was still trying to break up my—[laughs] EC: [Laughs] CM: But it’s funny the way things are, because I went to New York and got into Columbia University for a stenographic session. And then, by that time, I got a job. And my father said, “Well, if you love New York, you’ve got to support yourself. -
Killing “Dixie”: the Naacp, the Black Press and the Battle to End Black Caricature Culture in Hollywood, 1950-1968
American Journal of Humanities and Social Sciences Research (AJHSSR) 2020 American Journal of Humanities and Social Sciences Research (AJHSSR) e-ISSN:2378-703X Volume-4, Issue-9, pp-09-18 www.ajhssr.com Research Paper Open Access KILLING “DIXIE”: THE NAACP, THE BLACK PRESS AND THE BATTLE TO END BLACK CARICATURE CULTURE IN HOLLYWOOD, 1950-1968 Teisha Dupree-Wilson, JD, Ph.D. Department of Humanities, Coppin State University, USA Assistant Professor of History ABSTRACT: During the early twentieth century, Hollywood‟s television and film industries created its depictions of African Americans. Many of the images were derived from “Dixie,” a term used to reference the antebellum American South, during a time when African Americans were enslaved. This article examines the account, given by the African American Press, of the ongoing dispute over black imagery between Hollywood and the NAACP. The heightened voice of the African American Press ultimately helped to push for the infusing of black presence in popular culture with the goal of depicting the possibilities of an integrated American society. The NAACP and the African American Press emerged as the leading voices in challenging Hollywood‟s black caricature culture, after recognizing that harmful black representation was injurious to the burgeoning civil rights movement of the mid-twentieth century. KEYWORDS: Black Caricatures, Black Press, Hollywood, NAACP, and Walter White I. INTRODUCTION During the early twentieth century,Hollywoodspawned its depictions of African Americans. Many of the images of African Americans in television and film, were derived from “Dixie,” a term used to reference the antebellum American South, during a time when African Americans were enslaved.1The highly offensive caricatures of “Dixie,” which showed African Americans as subservient and unintelligent, became standard in many Hollywood productions. -
Mcleod Bethune Papers: the Bethune Foundation Collection Part 2: Correspondence Files, 1914–1955
A Guide to the Microfilm Edition of BLACK STUDIES RESEARCH SOURCES Microfilms from Major Archival and Manuscript Collections General Editors: John H. Bracey, Jr. and August Meier BethuneBethuneMaryMary McLeod PAPERS THE BETHUNE FOUNDATION COLLECTION PART 2: CORRESPONDENCE FILES, 19141955 UNIVERSITY PUBLICATIONS OF AMERICA A Guide to the Microfilm Edition of BLACK STUDIES RESEARCH SOURCES Microfilms from Major Archival and Manuscript Collections General Editors: John H. Bracey, Jr. and August Meier Mary McLeod Bethune Papers: The Bethune Foundation Collection Part 2: Correspondence Files, 1914–1955 Editorial Adviser Elaine Smith Alabama State University Project Coordinator Randolph H. Boehm Guide Compiled by Daniel Lewis A microfilm project of UNIVERSITY PUBLICATIONS OF AMERICA An Imprint of CIS 4520 East-West Highway • Bethesda, MD 20814-3389 Library of Congress Cataloging-in-Publication Data Bethune, Mary McLeod, 1875–1955. Mary McLeod Bethune papers [microform] : the Bethune Foundation collection microfilm reels. : 35 mm. — (Black studies research sources) Contents: pt. 1. Writings, diaries, scrapbooks, biographical materials, and files on the National Youth Administration and women’s organizations, 1918–1955. pt. 2. Correspondence Files, 1914–1955. / editorial adviser, Elaine M. Smith: project coordinator, Randolph H. Boehm. Accompanied by printed guide with title: A guide to the microfilm edition of Mary McLeod Bethune papers. ISBN 1-55655-663-2 1. Bethune, Mary McLeod, 1875–1955—Archives. 2. Afro-American women— Education—Florida—History—Sources. 3. United States. National Youth Administration—History—Sources. 4. National Association of Colored Women’s Clubs (U.S.)—History—Sources. 5. National Council of Negro Women— History—Sources. 6. Bethune-Cookman College (Daytona Beach, Fla.)—History— Sources. -
Presidential Leadership and Civil Rights Lawyering in the Era Before Brown
Indiana Law Journal Volume 85 Issue 4 Article 14 Fall 2010 Presidential Leadership and Civil Rights Lawyering in the Era Before Brown Lynda G. Dodd City University of New York Follow this and additional works at: https://www.repository.law.indiana.edu/ilj Part of the Civil Law Commons, Education Law Commons, and the Law and Politics Commons Recommended Citation Dodd, Lynda G. (2010) "Presidential Leadership and Civil Rights Lawyering in the Era Before Brown," Indiana Law Journal: Vol. 85 : Iss. 4 , Article 14. Available at: https://www.repository.law.indiana.edu/ilj/vol85/iss4/14 This Article is brought to you for free and open access by the Law School Journals at Digital Repository @ Maurer Law. It has been accepted for inclusion in Indiana Law Journal by an authorized editor of Digital Repository @ Maurer Law. For more information, please contact [email protected]. Presidential Leadership and Civil Rights Lawyering in the Era Before Brownt LYNDA G. DODD* INTRODUCTION ....................................................................................................1599 I. THE DAWNING OF A NEW CIVIL RIGHTS ERA ...................................................1607 A. WORLD WAR II AND THE MOBILIZATION OF AFRICAN AMERICANS ......1607 B. THE GROWTH OF THE CIVIL RIGHTS INFRASTRUCTURE .........................1609 II. CIVIL RIGHTS ENFORCEMENT CHALLENGES UNDER TRUMAN ........................1610 A. TRUMAN'S FIRST YEAR IN OFFICE .........................................................1610 B. 1946: RACIAL VIOLENCE AND CALLS FOR JUSTICE ................................1612 III. THE PRESIDENT'S COMMITTEE ON CIVIL RIGHTS ...........................................1618 A. UNDER PRESSURE: TRUMAN CREATES A COMMHITEE ...........................1618 B. CIVIL RIGHTS ENFORCEMENT POLICIES: PROPOSALS FOR REFORM .......1625 C. THE REPORT OF THE PRESIDENT'S COMMITTEE ON CIVIL RIGHTS .........1635 IV. REACTION AND REVOLT: TRUMAN'S CIVIL RIGHTS AGENDA ........................1638 A.