DOCSLIB.ORG

March on Washington Document Set Document a Photographs of the March on Washington, August 28, 1963

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
March on Washington Document Set Document a Photographs of the March on Washington, August 28, 1963 March on Washington Document Set Document A Photographs of the March on Washington, August 28, 1963. ______________________________________________________________________________ Source: These were taken by various news organizations. Document B Walking with the Wind: A Memoir of the Movement. By John Lewis. 1998 The day of the march we met for breakfast, then went as a group to Capital Hill to pay a call on congressional leaders. These were quick, cordial sessions, nothing substantial, simply courtesy calls arranged early in the morning so we would have plenty of time to make it over to the Lincoln Memorial for the beginning of the event. But while we were still at the Capital, word came that the march had begun without us. The crowds, we were told, had already begun surging up Independence and Constitution Avenues toward the reflecting pool and the Lincoln Memorial. “My God, they’re going,” said Bayard Rustin, chief organizer of the March on Washington, as we stepped outside the Capital to see masses of people moving down the streets. “We’re supposed to be leading them!” We rushed down to join them. The cars that had carried us from the hotel attempted to get us over to the Lincoln Memorial, but the crowds were too thick. We were surrounded by a moving sea of humanity, tens of thousands of people pouring out of Union Station, filling Constitution Avenue from curb to curb. It was truly awesome, the most incredible thing I’d ever seen I my life. I remember thinking, “There goes America.” We were supposed to be the leaders of the march, but the march was all around us, already taking off, already gone. So we climbed out of the cars, joined hands and began walking. This was the classic pose of so many marches, the leadership walking hand in hand or arm in arm in front of the people. This was always interesting to see the jockeying that often took place, the push to be in the middle, to be next to this person or that. It’s natural, I guess. People want to bee seen, to be photographed. In this case, some people wanted to be as close as possible to A. Phillip Randolph, the head of the March on Washington, who was the focal point this day. Even Dr. King was pushed toward the side. As for me, I would end up at the end, which I’m sure made Jim Forman (the head of SNCC) furious. A spot was cleared so the photographers could shoot pictures, and some of those photos ran in the newspapers the next day as if we were in front of the march. But we couldn’t even see the front. As people turned and recognized us, they began clearing the way and sweeping us along from behind, and that’s how we came to the Lincoln Memorial, the leaders being pushed along by the people – as it should be. ______________________________________________________________________________ Source: John Lewis was a founding member of SNCC (Student Non-Violent Coordinating Committee). He is currently a Representative to the U.S. House of Representatives from Atlanta, Georgia Document C Photographs of the March on Washington, August 28, 1963. ______________________________________________________________________________ Source: These were taken by various news organizations. Document C Photographs of the March on Washington, August 28, 1963. ______________________________________________________________________________ Source: These were taken by various news organizations. Document D Program for the March on Washington ______________________________________________________________________________ Source: Thousands of these were made for the crowd that topped 250,000 people. Document E Speech by Malcolm X in Detroit, Michigan on November 10, 1963 The Negros were out there in the streets. They were talking about how they were going to march on Washington, march on the Senate, march on the White House, march on the Congress, and tie it up, bring it to a halt, not let the government proceed. They even said they were going out to the airport and lay down on the runway and not let any airplanes land. I’m telling you what they said. That was a revolution. It scared the white man to death, scared the white power structure in Washington, D.C. to death; I was there. When they found out that this black steamroller was going to come down on the capital, they called in these Negro leaders that you respect and told them, “Call it off,” President Kennedy said. “Look, you all are letting this go too far.” And Old Tom said, “Boss, I can’t stop it because I didn’t start it.” I’m telling you what they said. They said, “I’m not even in it, much less at the head of it. These Negros are doing things on their own. They’re running ahead of us.” Kennedy said, “If you all aren’t in it, I’ll put you in it. I’ll put you at the head of it. I’ll endorse it. I’ll welcome it. I’ll help it. I’ll join it.” This is what they did with the March on Washington. They joined it, became part of it, took it over. And as they took it over, it lost its militancy. It ceased to be angry, it ceased to be hot. No, it was a sellout. They controlled it so tight, they told those Negroes what time to hit town, where to stop, what signs to carry, what song to sing, what speech they could make, and what speech they couldn’t make, and then told them to get out town by sundown. ______________________________________________________________________________ Source: While a member of the Nation of Islam, Malcolm X promoted racial separatism rather than integration with whites. He also supported self-defense rather than nonviolence. Document F Secret tape-recorded meeting from the White House on August 28, 1963. President Kennedy, Roy Wilkins (Head of the NAACP), A. Philip Randolph (Head of March on Washington), Martin Luther King Jr. (head of SCLC), and others. Roy Wilkins: (talking to Kennedy) You made the difference. You gave us your blessing. We think it changed the character of it. It was one of the prime factors in turning it into an orderly protest to help our government rather than a protest against our government. And we – I think you’ll agree that was psychologically important. And the mood and attitude of the people there today pleased all of us without exception. [edit] We think today’s demonstration, if it did nothing else, and I think this was the principal thing it did, showed that people back home, from the small towns, big cities, the working people, men who gave up two-day’s pay, three-day’s pay, paid thiry and forty and fifty and a hundred dollars, who flew from Los Angeles at $300 round-trip to come here. It means that they and not Martin Luther King or Roy Wilkins or Whitney Young or Walther Reuther have dreamed up this civil rights business. They feel it in their hearts enough to come here and show, by their presence, to you and to the Congress that what they hope their government will do. It fell to my lot, sir, in this afternoon of superlative oratory [speeches], to be the one to deal rather pedantically and pedestrianly [dully and laboriously] with the hard business of legislation. And the other gentlemen were free to soar into the wild blue yonder and they did so soar. But I dealt with the legislation and, of course, this must be of concern to you. We would like to see included in your package, which is now being considered by the House Judiciary Committee, and FEPC [Fair Employment Practices Committee] bill for the reasons that all of us outlined in all of our speeches, more eloquently by Walther [Reuther] and by Philip Randolph because they are so familiar with the labor field. But all of us realize that the Negro is terribly underemployed, and while we do not hope and do not believe that an FEPC bill will correct all of this, it will help to relieve some of the tension. It will open up some opportunities, and best of all, it will arouse a hope that if they do qualify, race, and religion, and nationality will not act to bar them from the job. ______________________________________________________________________________ Source: The Kennedy Tapes were secret tape-recorded meetings in the White House. Thousands of hours of meetings were taped and only the President knew they were recorded. He most likely taped meetings in order to write his memoirs [autobiography] after he was President. Document G Speech by John Lewis at the March on Washington, August 28, 1963. We march today for jobs and freedom, but we have nothing to be proud of, for hundreds and thousands of our brothers are not here. They have no money for their transportation, for they are receiving starvation wages, or no wages at all. In good conscience, we cannot support wholeheartedly the Kennedy administration’s civil rights bill. There’s not one thing in the bill that will protect our people from police brutality. The revolution is at hand, and we must free ourselves of the chains of political and economic slavery. The nonviolent revolution is saying, “We will not wait for the courts to act, for we have been waiting for hundreds of years. We will not wait for the President, Justice Department, nor Congress, but we will take matters into our own hands and create a source of power outside of any national structure, that could and would assure us victory.” To those who have said, “Be patient and wait,” we must say that “patience” is a dirty and nasty word.
Load more

Recommended publications
  • Untimely Meditations: Reflections on the Black Audio Film Collective
    8QWLPHO\0HGLWDWLRQV5HIOHFWLRQVRQWKH%ODFN$XGLR )LOP&ROOHFWLYH .RGZR(VKXQ Nka: Journal of Contemporary African Art, Number 19, Summer 2004, pp. 38-45 (Article) 3XEOLVKHGE\'XNH8QLYHUVLW\3UHVV For additional information about this article http://muse.jhu.edu/journals/nka/summary/v019/19.eshun.html Access provided by Birkbeck College-University of London (14 Mar 2015 12:24 GMT) t is no exaggeration to say that the installation of In its totality, the work of John Akomfrah, Reece Auguiste, Handsworth Songs (1985) at Documentall introduced a Edward George, Lina Gopaul, Avril Johnson, David Lawson, and new audience and a new generation to the work of the Trevor Mathison remains terra infirma. There are good reasons Black Audio Film Collective. An artworld audience internal and external to the group why this is so, and any sus• weaned on Fischli and Weiss emerged from the black tained exploration of the Collective's work should begin by iden• cube with a dramatically expanded sense of the historical, poet• tifying the reasons for that occlusion. Such an analysis in turn ic, and aesthetic project of the legendary British group. sets up the discursive parameters for a close hearing and viewing The critical acclaim that subsequently greeted Handsworth of the visionary project of the Black Audio Film Collective. Songs only underlines its reputation as the most important and We can locate the moment when the YBA narrative achieved influential art film to emerge from England in the last twenty cultural liftoff in 1996 with Douglas Gordon's Turner Prize vic• years. It is perhaps inevitable that Handsworth Songs has tended tory.
    [Show full text]
  • 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.
    [Show full text]
  • Martin Luther King Jr. and Malcolm X Talk It out 17
    Writing for Understanding ACTIVITY Martin Luther King Jr. and Malcolm X Talk It Out 17 Overview Materials This Writing for Understanding activity allows students to learn about and write • Transparency 17A a fictional dialogue reflecting the differing viewpoints of Martin Luther King Jr. • Student Handouts and Malcolm X on the methods African Americans should use to achieve equal 17 A –17C rights. Students study written information about either Martin Luther King Jr. • Information Master or Malcolm X and then compare the backgrounds and views of the two men. 17A Students then use what they have learned to assume the roles of Martin Luther King Jr. and Malcolm X and debate methods for achieving African American equality. Afterward, students write a dialogue between the two men to reveal their differing viewpoints. Procedures at a Glance • Before class, decide how you will divide students into mixed-ability pairs. Use the diagram at right to determine where they should sit. • In class, tell students that they will write a dialogue reflecting the differing viewpoints of Martin Luther King Jr. and Malcolm X on the methods African Americans should use to achieve equal rights. • Divide the class into two groups—one representing each man. Explain that pairs will become “experts” on either Martin Luther King Jr. or Malcolm X. Direct students to move into their correct places. • Give pairs a copy of the appropriate Student Handout 17A. Have them read the information and discuss the “stop and discuss” questions. • Next, place each pair from the King group with a pair from the Malcolm X group.
    [Show full text]
  • 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.
    [Show full text]
  • Roy Wilkins Papers [Finding Aid]. Library Of
    Roy Wilkins Papers A Finding Aid to the Collection in the Library of Congress Manuscript Division, Library of Congress Washington, D.C. 1997 Revised 2010 April Contact information: http://hdl.loc.gov/loc.mss/mss.contact Additional search options available at: http://hdl.loc.gov/loc.mss/eadmss.ms002001 LC Online Catalog record: http://lccn.loc.gov/mm81075939 Prepared by Allan Teichroew and Paul Ledvina Revised by Allan Teichroew Collection Summary Title: Roy Wilkins Papers Span Dates: 1901-1980 Bulk Dates: (bulk 1932-1980) ID No.: MSS75939 Creator: Wilkins, Roy, 1901-1981 Extent: 28,200 items ; 76 containers ; 30.7 linear feet Language: Collection material in English Location: Manuscript Division, Library of Congress, Washington, D.C. Summary: Civil rights leader and journalist. Correspondence, memoranda, diary, manuscripts of speeches, newspaper columns, and articles, subject files, reports, minutes, committee, board, and administrative material, printed material, and other papers relating primarily to Wilkins's career with the National Association for the Advancement of Colored People (NAACP) in various positions between 1931 and 1977, especially his service as executive director (1965-1977). Selected Search Terms The following terms have been used to index the description of this collection in the Library's online catalog. They are grouped by name of person or organization, by subject or location, and by occupation and listed alphabetically therein. People Carter, Robert L., 1917-2012--Correspondence. Current, Gloster B. (Gloster Bryant), 1913-1997--Correspondence. Du Bois, W. E. B. (William Edward Burghardt), 1868-1963. Evers, Charles, 1922- --Correspondence. Farmer, James, 1920- --Correspondence. Franklin, Chester Arthur, 1880-1955--Correspondence. Hastie, William, 1904-1976--Correspondence.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • American Resilience
    American Resilience Riley Kovalcheck History Faculty Advisor: Dr. David Welky Editor’s Note: Ms. Kovalchek’s article originally appeared as a series of posts on a multi-media web blog. If you wish to view her complete project, please go to https://rileykovalcheck.wixsite.com/americanresilience To begin, I'll admit this project began as a mandatory assignment for one of my classes, Recent American History. My professor, Dr. Welky, started the semester off by asking each student to identify 1) the most important theme in American history since the 1960s or 2) the three most influential individuals in this period of American history. My initial thought was to focus on three of my biggest inspirations (and three badass men) - Martin Luther King Jr., John Lewis, and Barack Obama. To me, those three individuals personify unity, perseverance, and resilience. As I started brainstorming, a bigger picture came to mind... This theme of overwhelming resilience in the African- American community across the nation. There is no doubt that as a whole, this demographic has single-handedly been more suppressed than any other throughout the history of the United States, but yet even more resilient in the long run. So, for this project, I decided to focus on this overall theme of resilience CLA Journal 6 (2018) pp. 144-181 145 - solely among African-Americans - and in particular, the role of men in politics, women in their local communities, and the unification and organization in social movements like the Black Panthers and Black Lives Matter. To highlight how revolutionary these accomplishments were, I will also discuss white resistance that was overcome in the process.
    [Show full text]
  • 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.
    [Show full text]
  • Civil Rights Done Right a Tool for Teaching the Movement TEACHING TOLERANCE
    Civil Rights Done Right A Tool for Teaching the Movement 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 Coverage 7 Essential Content Coverage Sample 8 Essential Content Areas 9 Essential Content Checklist 10 Essential Content Suggestions 12 STEP THREE The "How" of Teaching the Movement 14 Implementing the Five Essential Practices 15 Implementing the Five Essential Practices Sample 16 Essential Practices Checklist 17 STEP FOUR Planning for Teaching the Movement 18 Instructional Matrix, Section 1 19 Instructional Matrix, Section 1 Sample 23 Instructional Matrix, Section 2 27 Instructional Matrix, Section 2 Sample 30 STEP FIVE Teaching the Movement 33 Post-Teaching Reflection 34 Quick Reference Guide 35 © 2016 Teaching Tolerance CIVIL RIGHTS DONE RIGHT // 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.
    [Show full text]
  • NAACP an American Organization, June 1956
    HE NATIONAL ASSOCIATION FOR THE ADVANCEMENT OF CoLORED PEoPLE is an American organization. Its philos­ T ophy, its program and its goals derive from the nation's hallowed democratic traditions. From the beginning, the task of the NAACP has been to wipe out racial discrimination and segregation. It has worked always in a legal manner, through the courts and according to federal and state laws and the United States Constitution. It has also sought the enactment of new civil rights laws and the development of a favorable climate of opinion. pledge allegiance to the The Association, as the record plainly shows, has won many battles in the long struggle for first class citizenship for Negro flag of the United States of America Americans. These successes have aroused the anger of those and to the republic for which it who believe in the Jim Crow way of life. The leaders of this outmoded system have declared war on stands; one nation, under God, in- the NAACP because it has spearheaded the fight for equality. They have passed laws, invoked economic sanctions, and re­ divisible, with liberty and justice sorted to threats, intimidation and violence in their efforts to wreck the NAACP and halt the march of progress. for all. In recent years the defenders of this lost cause have sought to smear the NAACP by falsely linking it with the Communist party. The more reckless white supremacy spokesmen have openly charged that the NAACP is "Communist-dominated" and listed as "subversive." The more cautious have tried to con­ vict the NAACP of "guilt by association," claiming that cer­ tain officers and members have, at one time or another, been affiliated with organizations subsequently listed by the United States Attorney General as "subversive." 3 r------------------------------------------------------------------------------------------------------------------------------------ --- The NAACP position on the Communist party is clear and 2.
    [Show full text]