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Proquest Administrator Module User Guide Table of Contents
ProQuest Administrator Module User Guide Table of Contents 1. Getting Started 1.1. Getting Started .............................................................................................................................. 3 2. User Interface 2.1. User Interface Main Page .............................................................................................................. 5 2.2. Interface Settings............................................................................................................................ 5 2.3. Branding.......................................................................................................................................... 8 2.4. Create a ProQuest Login URL ...................................................................................................... 8 2.5. Customize Subject Areas/Customize Industries ............................................................................ 9 3. Usage Reports 3.1. Usage Reports Introduction ........................................................................................................ 10 3.2. Request Usage Reports................................................................................................................ 10 3.3. Scheduled Usage Reports .......................................................................................................... 11 4. Linking In/Out 4.1. Linking In/Out Introduction .......................................................................................................... 12 4.2. -
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. -
Introduction
Introduction It shall be an unlawful employment practice for an employer— (1) to fail or refuse to hire or to discharge any individual, or other- wise to discriminate against any individual with respect to his com- pensation, terms, conditions, or privileges of employment, because of such individual’s race, color, religion, sex, or national origin; or (2) to limit, segregate, or classify his employees or applicants for employment in any way which would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee, because of such individual’s race, color, re- ligion, sex, or national origin (Title VII of the Civil Rights Act of 1964). In 1964 the U.S. Congress enacted, and President Lyndon Johnson signed, the Civil Rights Act. Although it was not the first or the last legislative mo- ment of the civil rights movement, it was a pivotal one. The act outlawed segregation and discrimination by race, ethnicity, and religion in public education, public accommodations, voting, and federal assistance. Title VII of the act extended the equal opportunity principle to employment and for the first time explicitly mentioned “sex” as a protected category. It is this extension of rights to equal opportunity in employment, freedom from discrimination in employment, and the erosion of race and gender employment segregation as a legitimate and expected practice that is at the heart of this book. The passage of the Civil Rights Act is without question one of the most monumental achievements in the history of the United States, perhaps even the world. -
FOR JOBS and FREEDOM an Introduction to the Unfinished March
FOR JOBS AND FREEDOM An Introduction to the Unfinished March By Thomas J. Sugrue August 5, 2013 Photo: Library of Congress he March on Washington may be the most Today, many activists and intellectuals draw a sharp commemorated event in the history of the distinction between policies to alleviate racial discrim- T civil rights struggle in the United States. On ination and those that challenge economic injustice. August 28, 1963, in front of 250,000 demonstrators Does race trump class? Is there a zero sum game who packed the Mall between the Lincoln and Wash- between antidiscrimination strategies and efforts to ington monuments, the Rev. Martin Luther King Jr. challenge financial, employment, and trade policies delivered the speech with his famous refrain, “I have a that disadvantage workers regardless of their race? Do dream.” Those four words—known to nearly every racial politics divide the American working class, fos- American schoolchild—capture a popular, romantic tering a bitter politics of resentment rather than the image of King using soaring language to unify Amer- solidarity necessary for labor organization? While sub- ica in pursuit of a common goal, to create a society sequent papers in the Unfinished March series will where everyone would be “judged by the content of explore current views on these issues, it is important to their character, not the color of their skin” (King 1963). recall that 50 years ago, King and the organizers of the March on Washington answered a resounding “no” to But the message of the march cannot be encapsulated all of these questions. -
Civil Rights Act of 1964
TITLE VII OF THE CIVIL RIGHTS ACT OF 1964 EDITOR'S NOTE: The following is the text of Title VII of the Civil Rights Act of 1964 (Pub. L. 88-352) (Title VII), as amended, as it appears in volume 42 of the United States Code, beginning at section 2000e. Title VII prohibits employment discrimination based on race, color, religion, sex and national origin. The Civil Rights Act of 1991 (Pub. L. 102-166) (CRA) and the Lily Ledbetter Fair Pay Act of 2009 (Pub. L. 111-2) amend several sections of Title VII. In addition, section 102 of the CRA (which is printed elsewhere in this publication) amends the Revised Statutes by adding a new section following section 1977 (42 U.S.C. 1981), to provide for the recovery of compensatory and punitive damages in cases of intentional violations of Title VII, the Americans with Disabilities Act of 1990, and section 501 of the Rehabilitation Act of 1973. Cross references to Title VII as enacted appear in italics following each section heading. Editor's notes also appear in italics. An Act To enforce the constitutional right to vote, to confer jurisdiction upon the district courts of the United States to provide injunctive relief against discrimination in public accommodations, to authorize the attorney General to institute suits to protect constitutional rights in public facilities and public education, to extend the Commission on Civil Rights, to prevent discrimination in federally assisted programs, to establish a Commission on Equal Employment Opportunity, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That this Act may be cited as the “Civil Rights Act of 1964”. -
Fair Housing Act)
Civil Rights Movement Rowland Scherman for USIA, Photographer. Courtesy of U.S. National Archives and Records Administration. Sections 1 About the Movement 5 Civil Rights Act of 1968 (Fair Housing Act) 2 Brown v. Board of Education 6 Teacher Lesson Plans and Resources 3 Civil Rights Act of 1964 4 Voting Rights Act (VRA) ABOUT THE MOVEMENT The Civil Rights Movement of the 1950’s and 1960’s came about out of the need and desire for equality and freedom for African Americans and other people of color. Nearly one hundred years after slavery was abolished, there was widespread 1 / 22 segregation, discrimination, disenfranchisement and racially motivated violence that permeated all personal and structural aspects of life for black people. “Jim Crow” laws at the local and state levels barred African Americans from classrooms and bathrooms, from theaters and train cars, from juries and legislatures. During this period of time, there was a huge surge of activism taking place to reverse this discrimination and injustice. Activists worked together and used non- violent protest and specific acts of targeted civil disobedience, such as the MontgomMontgomMontgomMontgomererereryyyy Bus BusBusBus Bo BoBoBoyyyycottcottcottcott and the Greensboro Woolworth Sit-Ins, in order to bring about change. Much of this organizing and activism took place in the Southern part of the United States; however, people from all over the country—of all races and religions—joined activists to proclaim their support and commitment to freedom and equality. For example, on August 28, 1963, 250,000 Americans came to Washington, D.C. for the March on Washington for Jobs and Freedom. -
I Have a Dream: Martin Luther King, Jr. Handbook of Activities
DOCUMENT RESUME ED 299 190 SO 019 326 AUTHOR Duff, Ogle Burks, Ed.; Bowman, Suzanne H., Ed. TITLE I Have a Dream. Martin Luther King, Jr. Handbook of Activities. INSTITUTION Pittsburgh Univ., Pa. Race Desegregation Assistance Center. SPONS AGENCY Department of Education, Washington, DC. PUB DATE Sep 87 CONTRACT 600840 NOTE 485p. PUB TYPE Guides Classroom Use Materials (For Learner) (051) Guides - Classroom Use Guides (For Teachers) (052) EDRS PRICE MF02/PC20 Plus Postage. DESCRIPTORS *Art Activities; Black Achievement; Black Leadership; Class Activities; Curriculum Guides; Elementary Secondary Education; *English Curriculum; Instructional Materials; *Language Arts; Learning Modules; Lesson Plans; Library Skills; *Music Activities; Resource Units; *Social Studies; Songs; Speeches; *Teacher Developed Materials; Teaching Guides IDENTIFIERS *Kind (Martin Luther Jr) ABSTRACT This handbook is designed by teachers for teachers to share ideas and activities for celebrating the Martin Luther King holiday, as well as to teach students about other famous black leaders throughout the school year. The lesson plans and activities are presented for use in K-12 classrooms. Each lesson plan has a designated subject area, goals, behavioral objectives, materials and resources, suggested activities, and an evaluation. Many plans include student-related materials such as puzzles, songs, supplementary readings, program suggestions, and tests items. There is a separate section of general suggestions and projects for additional activities. The appendices include related materials drawn from other sources, a list of contributing school districts, and a list of contributors by grade level. (DJC) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *******************************************************************x*** [ MARTIN LUTHER KING, JR. -
We Are Here Today Because We Are Tired
"We are here today because we are tired. We are tired of paying more for less. We are tired of living in rat-infested slums... We are tired of having to pay a median rent of $97 a month in Lawndale for four rooms while whites living in South Deering pay $73 a month for five rooms. Now is the time to make real the promises of democracy. Now is the time to open the doors of opportunity to all of God's children." Dr. King, 1966, Chicago Solider Field Stadium as part of the Chicago Open Housing Movement Team HOC, I hope 2016 is off to a fantastic start! As you enjoy your day off or day of service in recognition of Martin Luther King, Jr. Day, I want to take the opportunity to acknowledge Dr. King’s housing work and legacy. Dr. King was among the most notable spokesmen for nonviolent activism in the Civil Rights Movement. His work in the movement successfully protested racial discrimination and ultimately led to monumental changes in federal and state laws. Many called for establishing a federal holiday in Dr. King’s honor almost immediately following his 1968 assassination. President Reagan signed the holiday into law in 1983, and it was first observed in 1986 (three years later). It took 32 years for the holiday to be observed in all 50 states, which didn't occur until 2000. One of Dr. King's least acknowledged accomplishments is Title VIII of the Civil Rights Act of 1968, more commonly known as the Fair Housing Act. -
Mexican Americans, Racial Discrimination, and the Civil Rights Act of 1866 Gary A
Mexican Americans, Racial Discrimination, and the Civil Rights Act of 1866 Gary A. Greenfield* and Don B. Kates, Jr.*- The authors examine the legislative history of section one of the Civil Rights Act of 1866, scientific concepts of race and racial classifica- tions, state racial statutes and litigation, the early federal naturaliza- tion law, the perception of Mexican Americans in the Southwest, and the discrimination which the Mexican American has encountered. They conclude that Mexican Americans generally have been per- ceived as a nonwhite racial group and that the discrimination they have encountered has been based upon that perception. They fur- ther conclude that Mexican Americans are entitled to the protections of section one of the Civil Rights Act of 1866. Since the Civil War, Congress has enacted a number of statutes designed to eradicate various forms of discrimination. The earliest of these statutes was the Civil Rights Act of 1866.1 The first section of that Act read: That all persons born in the United States and not subject to any foreign power, excluding Indians not taxed, are hereby declared to be citizens of the United States; and such citizens, of every race and color, without regard to any previous condition of slavery or involun- tary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall have the same right, in every State and Territory in the United States, to make and enforce con- tracts, to sue, be parties, and give evidence, to inherit, purchase, lease, sell, hold, and convey real and personal property, and to full and equal benefit of all laws and proceedings for the security of per- son and property, as is enjoyed by white citizens, and shall be subject to like punishment, pains, and penalties, and to none other, any law, statute, ordinance, regulation, or custom, to the contrary not- withstanding. -
Black, Poor, and Gone: Civil Rights Law's Inner-City Crisis
\\jciprod01\productn\H\HLC\54-2\HLC204.txt unknown Seq: 1 21-JUN-19 10:37 Black, Poor, and Gone: Civil Rights Law’s Inner-City Crisis Anthony V. Alfieri* In recent years, academics committed to a new law and sociology of pov- erty and inequality have sounded a call to revisit the inner city as a site of cultural and socio-legal research. Both advocates in anti-poverty and civil rights organizations, and scholars in law school clinical and university social policy programs, have echoed this call. Together they have embraced the inner city as a context for experiential learning, qualitative research, and legal-political ad- vocacy regarding concentrated poverty, neighborhood disadvantage, residential segregation, and mass incarceration. Indeed, for academics, advocates, and ac- tivists alike, the inner city stands out as a focal point of innovative theory-prac- tice integration in the fields of civil and criminal justice. Today, in the post-civil rights era, new socio-legal research on the inner city casts a specially instructive light on the past, present, and future work of community-based advocacy groups, anti-poverty and civil rights organizations, and law school clinical programs. That light illuminates the socioeconomic con- ditions that cause and perpetuate poverty, and, equally important, the govern- ment (federal, state, and local) policies and practices that spawn mass eviction and reinforce residential segregation. Widely adopted by municipalities, those displacement-producing and segregation-enforcing policies and practices— neighborhood zoning, land use designation, building condemnation and demoli- tion, and housing code under- or over-enforcement—have caused and will con- tinue to cause the involuntary removal of low-income tenants and homeowners from gentrifying urban spaces and their forced out-migration to impoverished suburban spaces. -
Fire in the Mountains| Campesino and Natural Resource Manager Perspectives on Agro-Pastoral Burning and Forest Fires in Honduras
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2002 Fire in the mountains| Campesino and natural resource manager perspectives on agro-pastoral burning and forest fires in Honduras Dale Gregory Woitas The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Woitas, Dale Gregory, "Fire in the mountains| Campesino and natural resource manager perspectives on agro-pastoral burning and forest fires in Honduras" (2002). Graduate Student Theses, Dissertations, & Professional Papers. 2354. https://scholarworks.umt.edu/etd/2354 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY The University of Montana Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. **Please check "Yes" or "No" and provide signature Yes, I grant permission J No, I do not grant permission Author's Signature: Date: Z3 200Z Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. MSThesissMansneid Library Permission Fire in the Mountains: Campesino and natural resource manager perspectives on agro-pastoral burning and forest fires in Honduras by Dale Gregory Woitas B.S. -
Racial Discrimination in Housing
Cover picture: Members of the NAACP’s Housing Committee create signs in the offices of the Detroit Branch for use in a future demonstration. Unknown photographer, 1962. Walter P. Reuther Library, Archives of Labor and Urban Affairs, Wayne State University. (24841) CIVIL RIGHTS IN AMERICA: RACIAL DISCRIMINATION IN HOUSING A National Historic Landmarks Theme Study Prepared by: Organization of American Historians Matthew D. Lassiter Professor of History University of Michigan National Conference of State Historic Preservation Officers Consultant Susan Cianci Salvatore Historic Preservation Planner & Project Manager Produced by: The National Historic Landmarks Program Cultural Resources National Park Service US Department of the Interior Washington, DC March 2021 CONTENTS INTRODUCTION......................................................................................................................... 1 HISTORIC CONTEXTS Part One, 1866–1940: African Americans and the Origins of Residential Segregation ................. 5 • The Reconstruction Era and Urban Migration .................................................................... 6 • Racial Zoning ...................................................................................................................... 8 • Restrictive Racial Covenants ............................................................................................ 10 • White Violence and Ghetto Formation ............................................................................. 13 Part Two, 1848–1945: American