Daybreak of Freedom
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Black History Month Friday Morning Meeting 2018
Black History Month Friday Morning Meeting 2018 Quiz Questions and Answers 1) Do you know when the idea of Black History Month was established? Answer: Black History month has been nationally recognized since 1976, although Dr. Carter G. Woodson created it in 1926. Growing out of “Negro History Week”, which was celebrated between Abraham Lincoln’s birthday (February 12) and Frederick Douglass’ birthday (February 20), it is a designated time in which the achievements of Black people are recognized. 2) Do you know how long the Pan-African flag has existed? Answer: The Pan-African flag was created in 1920 to represent the pride of African- American people. The red band is for the “blood that unifies African descendants”, the black is to affirm the existence of Black people and green reminds people about the “vegetation of the motherland”. 3) Do you know how many museums in the United States are dedicated to African- American culture or history? Answer: There are over 150 museums dedicated to African-American culture and history in the country. The first was established in 1868 at the historically Black college, Hampton University in Hampton, VA. The largest museum was the Charles H. Wright museum of Detroit, Michigan, which was founded in 1965. However, the National Museum of African-American History and Culture completed in 2016 has exceeded it in size. 4) Do you know how many visits to the National Museum of African American History and Culture have been recorded since its opening? Answer: The Smithsonian Institution has a museum dedicated to African-American culture and history? Located in the heart of Washington, D.C., it has over 36,000 artifacts highlighting subjects like community, the arts, civil rights, and slavery. -
Jo Ann Gibson Robinson, the Montgomery Bus Boycott and The
National Humanities Center Resource Toolbox The Making of African American Identity: Vol. III, 1917-1968 Black Belt Press The ONTGOMERY BUS BOYCOTT M and the WOMEN WHO STARTED IT __________________________ The Memoir of Jo Ann Gibson Robinson __________________________ Mrs. Jo Ann Gibson Robinson Black women in Montgomery, Alabama, unlocked a remarkable spirit in their city in late 1955. Sick of segregated public transportation, these women decided to wield their financial power against the city bus system and, led by Jo Ann Gibson Robinson (1912-1992), convinced Montgomery's African Americans to stop using public transportation. Robinson was born in Georgia and attended the segregated schools of Macon. After graduating from Fort Valley State College, she taught school in Macon and eventually went on to earn an M.A. in English at Atlanta University. In 1949 she took a faculty position at Alabama State College in Mont- gomery. There she joined the Women's Political Council. When a Montgomery bus driver insulted her, she vowed to end racial seating on the city's buses. Using her position as president of the Council, she mounted a boycott. She remained active in the civil rights movement in Montgomery until she left that city in 1960. Her story illustrates how the desire on the part of individuals to resist oppression — once *it is organized, led, and aimed at a specific goal — can be transformed into a mass movement. Mrs. T. M. Glass Ch. 2: The Boycott Begins n Friday morning, December 2, 1955, a goodly number of Mont- gomery’s black clergymen happened to be meeting at the Hilliard O Chapel A. -
Civil Rights Done Right – Browder V. Gayle
Civil Rights Done Right A Tool for Teaching the Movement Browder v. Gayle sample TEACHING TOLERANCE Table of Contents Introduction 2 STEP ONE Self Assessment 3 Lesson Inventory 4 Pre-Teaching Reflection 5 STEP TWO The "What" of Teaching the Movement 6 Essential Content Areas 7 Essential Content Coverage Sample 8 Essential Content Checklist 9 STEP THREE The "How" of Teaching the Movement 11 Implementing the Five Essential Practices Sample 12 Essential Practices Checklist 13 STEP FOUR Planning for Teaching the Movement 14 Instructional Matrix, Section 1 Sample 15 STEP FIVE Teaching the Movement 19 Post-Teaching Reflection 20 © 2016 Teaching Tolerance CIVIL RIGHTS DONE RIGHT: BROWDER V. GAYLE SAMPLE // 1 TEACHING TOLERANCE Civil Rights Done Right A Tool for Teaching the Movement Not long ago, Teaching Tolerance issued Teaching the Movement, a report evaluating how well social studies standards in all 50 states support teaching about the modern civil rights movement. Our report showed that few states emphasize the movement or provide classroom support for teaching this history effectively. We followed up these findings by releasingThe March Continues: Five Essential Practices for Teaching the Civil Rights Movement, a set of guiding principles for educators who want to improve upon the simplified King-and-Parks-centered narrative many state standards offer. Those essential practices are: 1. Educate for empowerment. 2. Know how to talk about race. 3. Capture the unseen. 4. Resist telling a simple story. 5. Connect to the present. Civil Rights Done Right offers a detailed set of curriculum improvement strategies for classroom instructors who want to apply these practices. -
Memory of the Civil Rights Movement in Textbooks, Juvenile Biography, and Museums
ABSTRACT JOHNSON, CHRISTINE RENEE GOULD. Celebrating a National Myth: Memory of The Civil Rights Movement in Textbooks, Juvenile Biography, and Museums. (Under the direction of Dr. Katherine Mellen Charron). The Civil Rights Movement (CRM) is commemorated at movement anniversaries, during Black History Month, and every Martin Luther King Jr. Day. However, some historians argue these public versions do not tell a full story of the CRM, over-simplifying it and portraying it as a story of inevitable progress. Relying on a “mythic” version of this critical event in the nation’s history, the mainstream narrative has little explanatory power. This makes it easier for some to dismiss ongoing struggles for racial equality and more difficult for future generations to learn from movement’s successes and failures. This thesis examines other kinds of CRM history that inform the public. Many learn about the movement as youth through educational mediums like high school textbooks and children’s literature, and people of all ages encounter it in museums. I ask what version of CRM history each of these present, inquiring how interpretations have evolved over time and the degree to which they reflect changes in scholarship. Spanning a total of fifty-four years, this study finds surprisingly little change in textbook narratives beyond token additions that nod to some advancements in the historiography. Juvenile biographies of CRM luminaries published in recent decades present a deeper history, often with a longer chronology, but relay an overly optimistic outlook about what the movement accomplished. Civil rights museums in the South vary in their depictions, with the strongest interpretations appearing in the most recently opened or renovated. -
February 2007 AAUW-Illinois by Barbara Joan Zeitz
CountHerHistory February 2007 AAUW-Illinois by Barbara Joan Zeitz Civil Rights Women: Seventy-three years predating Rosa Parks, a refined teacher sat in the first- class ladies’ car on a train in Tennessee. When told to move to the smoker for niggers, she politely refused. She had a first-class ticket, was a lady, and planned to stay. Dragged to the dirty smoker as white passengers cheered, she got off at the next stop. Ida B. Wells was well within her rights. The Civil Rights Act of 1875 banned discrimination on public transportation. Wells filed a law suit and won. She sued in a repeat situation, won, and inspired others. Her disclosures about lynching began the nation’s anti-lynching campaign. The NAACP began as an interracial organization in 1908 when Mary Ovington, a white woman, hosted a dinner in New York organized and funded by whites. Ovington saw that over a third in positions were women, one was Ida B. Wells. The NAACP ceased being interracial in the 1930’s, excluding Ovington from her civil rights work. Pauli Murray attempted to break the color line in education at the University of North Carolina Law School in 1938, but was denied admission. As a Howard University Law School student in Washington, D. C., she organized a cafeteria sit-in. After four hours of orderly protest, the demonstrators were served. Civil rights were gained. But in 1944 people did not talk about this. The press ignored the story. Those courageous young blacks sitting-in at lunch counters in the 1960’s were ahead of their time. -
CONGRESSIONAL RECORD— Extensions of Remarks E1454 HON
E1454 CONGRESSIONAL RECORD — Extensions of Remarks November 15, 2019 enthusiasm that could affect anyone who Turkey, where increasingly authoritarian lead- Representative Holland served in the State heard his lectures or commentary. ers are undermining democracy and the rule House of Representatives for 36 years and Among the many awards he earned over his of law. We owe it to President Wałe¸sa and all proudly represented Mississippi’s 16th district. career were three commendations from the the others who continue to fight for democracy During his extensive career, Representative Virginia General Assembly, the Virginia Press in the region to show our support. Holland served on many committees, includ- Association’s 2004 Virginian of the Year, the I want to close by thanking President ing: the Committee on Public Health and Best NonFiction Book Award by the Library of Wałe¸sa for everything he has done in support Human Services, Appropriations, Congres- Virginia in 1997, and the Outstanding Pro- of freedom and democracy, and for visiting sional Redistricting, Gaming, Judiciary A, Judi- fessor Award of the Virginia Council for Higher with us today. And I want to urge everyone ciary En Banc, Budget, Legislative Reappor- Education. In turn, Dr. Robertson strongly sup- that we can best honor President Wałe¸sa’s tionment, Medicaid, Local and Private Legisla- ported Virginia Tech financially and through legacy by continuing the fight against tion, Tourism, Transportation, Fees and Sala- the donation of a large portion of his enor- authoritarianism wherever we may find it. ries of Public Officers, Ways and Means, and mous collection of Civil War books. -
Women in the Modern Civil Rights Movement
Women in the Modern Civil Rights Movement Introduction Research Questions Who comes to mind when considering the Modern Civil Rights Movement (MCRM) during 1954 - 1965? Is it one of the big three personalities: Martin Luther to Consider King Jr., Malcolm X, or Rosa Parks? Or perhaps it is John Lewis, Stokely Who were some of the women Carmichael, James Baldwin, Thurgood Marshall, Ralph Abernathy, or Medgar leaders of the Modern Civil Evers. What about the names of Septima Poinsette Clark, Ella Baker, Diane Rights Movement in your local town, city or state? Nash, Daisy Bates, Fannie Lou Hamer, Ruby Bridges, or Claudette Colvin? What makes the two groups different? Why might the first group be more familiar than What were the expected gender the latter? A brief look at one of the most visible events during the MCRM, the roles in 1950s - 1960s America? March on Washington, can help shed light on this question. Did these roles vary in different racial and ethnic communities? How would these gender roles On August 28, 1963, over 250,000 men, women, and children of various classes, effect the MCRM? ethnicities, backgrounds, and religions beliefs journeyed to Washington D.C. to march for civil rights. The goals of the March included a push for a Who were the "Big Six" of the comprehensive civil rights bill, ending segregation in public schools, protecting MCRM? What were their voting rights, and protecting employment discrimination. The March produced one individual views toward women of the most iconic speeches of the MCRM, Martin Luther King Jr.’s “I Have a in the movement? Dream" speech, and helped paved the way for the Civil Rights Act of 1964 and How were the ideas of gender the Voting Rights Act of 1965. -
A Case Study of Alabama State College Laboratory High School in Historical Context, 1920-1960
A “Laboratory of Learning”: A Case Study of Alabama State College Laboratory High School in Historical Context, 1920-1960 Sharon G. Pierson Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2012 © 2012 Sharon G. Pierson All rights reserved ABSTRACT A “Laboratory of Learning”: A Case Study of Alabama State College Laboratory High School in Historical Context, 1920-1960 Sharon G. Pierson In the first half of the twentieth century in the segregated South, Black laboratory schools began as “model,” “practice,” or “demonstration” schools that were at the heart of teacher training institutions at Historically Black Colleges and Universities (HBCUs). Central to the core program, they were originally designed to develop college-ready students, demonstrate effective teaching practices, and provide practical application for student teachers. As part of a higher educational institution and under the supervision of a college or university president, a number of these schools evolved to “laboratory” high schools, playing a role in the development of African American education beyond their own local communities. As laboratories for learning, experimentation, and research, they participated in major cooperative studies and hosted workshops. They not only educated the pupils of the lab school and the student teachers from the institution, but also welcomed visitors from other high schools and colleges with a charge to influence Black education. A case study of Alabama State College Laboratory School, 1920-1960, demonstrates the evolution of a lab high school as part of the core program at an HBCU and its distinctive characteristics of high graduation and college enrollment rates, well-educated teaching staff, and a comprehensive liberal arts curriculum. -
The Montgomery Bus Boycott, 1956 Contents
History In-Service Team, Supporting Leaving Certificate History. www.hist.ie Later Modern, Europe and the Wider World Topic 6: The United States and the World, 1945-89 Documents for Case Study: The Montgomery Bus Boycott, 1956 Contents Introduction to the series of documents page 2 Introduction to documents relating to the case study, “Montgomery Bus Boycott,1956” page 3 Biographical Notes page 4 Glossary page 6 Documents 1 to 12, contents page page 9 Documents page 10 This material is intended for educational, classroom use only, not to be reproduced in any other medium or forum without permission. Efforts have been made to trace, and acknowledge, copyright holders. In the case where a copyright has been inadvertently overlooked, the copyright holders are requested to contact the HIST administrator. © 2006 History In-Service Team, Monaghan Education Centre, Monaghan, Co. Monaghan Tel: 047 74008 Fax: 047 74029 email: [email protected] web site: www.hist.ie Introduction to the Series of Documents The USA topic (Later Modern Europe, Topic 6, The United States and the world, 1949-1989) is nominated as the prescribed topic for documents-based study, for examination in June 2008 and June 2009. The case studies are: • The Montgomery bus boycott, 1956. • Lyndon Johnson and Vietnam, 1963-1968. • The Moon landing, 1969. The History In-Service Team [HIST] prepared an in-service day [autumn 2006] focusing on teachers’ needs in relation to this topic, with a variety of appropriate methodological approaches considered with reference to the syllabus aims, objectives and learning outcomes. Suitable sources of different types were also presented at this in-service session. -
Joan Flanagan
GettingStarted and Getting Results in Nonprofit,Charitable, Grass Roots, and Community_Groups Joan Flanagan MENT - GettingStarted and Getting Results in Nonprofit,Charitable, Grass Roots, and CommunityGroups JoanFlanagan Contemporary Books, Inc. Chicago Compliments of @ Mellon Bank Library of Congress Cataloging in Publication Data Flanagan, Joan. The successful volunteer organization. Includes bibliographical references and index. I. Voluntarism-United States. 2. Associations, institutions, etc.-United States-Management. I. Title. HN90.V64F55 658'.048 81-66080 ISBN 0-8092-5838-2 AACR2 ISBN 0-8092-5837-4 (pbk.) Copyright© 1984, 1981 by Joan Flanagan All rights reserved Published by Contemporary Books, Inc. 180 North Michigan Avenue, Chicago, Illinois 60601 Manufactured in the United States of America Library of Congress Catalog Card Number: 81-66080 International Standard Book Number: 0-8092-5838-2 (cloth) 0-8092-5837-4 (paper) Published simultaneously in Canada by Beaverbooks, Ltd. 195 Allstate Parkway, Valleywood Business Park Markham, Ontario L3R 4T8 Canada Contents Acknowledgments v The W. Clement & Jessie V. Stone Foundation Donna J. Stone viz How You Can Achieve Success W. Clement Stone xi How to Use This Book xix Part I: Getting Started 1 Dos and Don'ls J 2 From One Person's Idea to a Planning Committee 7 3 Choosing a Structure 18 4 How to Find Professionals to Help You for Free 38 5 Should Your Group Become a Tax-Exempt Nonprofit Corporation? 50 6 Federal Employer Identification Number and Fiscal Year 61 7 Steps to Incorporation -
Philanthropy
CULTURAL ICONS FOR SOCIAL CHANGE The Iconic Impact Initiative by Bridge Philanthropic Consulting, LLC 12 TOP PIONEERS OF BLACK PHILANTHROPY By Dwayne Ashley, Tashion Macon, Ph.D, Jennifer Jiles 12 Top Pioneers of Black Philanthropy 1 | Introduction INTRODUCTION Nine years ago, the W.K. Kellogg Foundation and Rockefeller Philanthropy Advisors issued a report on philanthropy that reported what to many was a startling fact but reflected what those of us on the ground already knew. Each year, the report said, Black donors give away 25 percent more of their incomes than White donors. Nearly two-thirds of Black households make donations, worth a total of about $11 billion a year. “African Americans have been very uncomfortable with the title of philanthropist,” Judy Belk, senior vice president of Rockefeller Philanthropy Advisors, told Reuters news service. “If you don’t see role models who look like you when people start talking about issues related to philanthropy, you start believing, ‘Hey, maybe I’m not a philanthropist.’” That’s why Bridge Philanthropic Consultants felt it was critical to release 12 Top Pioneers of Black Philanthropy as its way to commemorate Black History Month. Black philanthropy has always existed. But Blacks were brought to America as slaves, were obstructed from achieving the American dream after emancipation by systemic racism, and have seen their philanthropic achievements receive little to no attention outside their own community. We are here to shine the spotlight on them not just to give the recognition they deserve but to set them out as role models. For example, the name of Frederick D. -
AJ Muste's Theology
! A.J. Muste’s Theology: Tracing the Ideas that Shaped the Man Jeffrey D. Meyers M.A. Thesis Earlham School of Religion April 16, 2012 ! Table of Contents Introduction 1 Chapter 1: A Short Biography 4 Chapter 2: The Theological Task 14 Chapter 3: Mysticism and the Inner Life 22 Chapter 4: The Social Gospel 34 Chapter 5: The Way of Love, the Way of the Cross 43 Chapter 6: Theological Anthropology 61 Chapter 7: Ecclesiology 81 Chapter 8: Eschatology: The Kingdom of God 101 Conclusions 115 Annotated Bibliography 121 Appendix 1a: Books Owned By Muste 150 Appendix 1b: Books Owned By Muste 158 Appendix 2: Authors Cited By Muste 176 Appendix 3: Books Assigned By Muste 191 Introduction Historians study the Reverend Abraham Johannes Muste primarily for his shaping of the labor movement of the 1920s and 1930s, his work for peace from the mid 1930s through the 1960s, and his involvement in laying the foundations of the Civil Rights Movement.1 His leadership in these movements often gained him national attention––Time Magazine once labeled him “the No. 1 U.S. Pacifist.”2 Although most attempts at understanding this complex man have noted the influence of his Christian faith, few scholars have explored its true depth. The religious foundations of his life, thought, and work were often an embarrassment to those he worked with and those who admired him. In avoiding Muste’s faith, his contemporaries and scholars alike have missed the ways his theology undergirded and motivated his life and work. At heart, Muste was a theologian.