A Study Guide to Accompany the Film Freedom Riders
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AMERICAN COMMITrEE ON AFRICA - 198 Broadway * New York, N.Y. 10038 * (212) 962-1210 AMERICAN COMMITrEE ON AFRICA - 198 Broadway * New York, N.Y. 10038 * (212) 962-1210 A QUARTER CENTURY OF STRUGGLE By William Booth President, ACOA On July 1st, George M. Houser will retire from the American Committee on Africa, having served as executive director since 1955. Leadership will be handed on to his colleague of many years, research director Jennifer Davis. It gives me great pleasure to take this opportunity to recall George's achievements and to welcome Jennifer as the new director. George Houser arrived in Luanda this April the very day that the leaders of the Front Line States were meeting thereto discuss Namibia's future. He spent two hours with Angolan Foreign Minister Paulo Jorge the night before the Foreign Minister met with Chester Crocker, Assistant Secretary of Statedesignate for African Affairs. Being in the right place at the right time is something George Houser has been doing for more than twenty five years. He was in Addis Ababa in 1963 when the Organization of African Unity was founded, and in Ghana in 1954 and Zimbabwe in 1980 when important elections were held in those two countries. He attended the All African People's Conference in 1958, 1960, and 1961, meeting Patrice Lumumba, Tom Mboya, Kwame Nkrumah and many others. George met Nkrumah on his first trip to Africa in 1954, and ACOA helped sponsor a dinner in his honor in 1958 which was attended by 1100 people. Kenneth Kaunda and Julius Nyerere were among numerous other leaders who ACOA invited to the US to speak or assisted as they came to the UN to petition. -
REFLECTION REFLECTION the Freedom Riders of the Civil Rights Movement
REFLECTION REFLECTION The Freedom Riders of the Civil Rights Movement “I’m taking a trip on the Greyhound bus line, I’m riding the front seat to New Orleans this time. Hallelujah I’m a travelin’, hallelujah ain’t it fine, Hallelujah I’m a travelin’ down freedom’s main line.” This reflection is based on the PBS documentary, “Freedom Riders,” which is a production of The American Experience. To watch the film, go to: http://to.pbs.org/1VbeNVm. SUMMARY OF THE FILM From May to November 1961, over 400 Americans, both black and white, witnessed the power of nonviolent activism for civil rights. The Freedom Riders were opposing the racist Jim Crow laws of the South by riding bus lines from Washington, D.C., down through the Deep South. These Freedom Rides were organized by the Congress of Racial Equality (CORE). Despite the violence, threats, and extraor- dinary racism they faced, people of conscience, both black and white, Northern and Southern, rich and poor, old and young, carried out the Freedom Rides as a testimony to the basic truth all Americans hold: that the government must protect the constitutional rights of its people. Finally, on September 22, 1961, segregation on the bus lines ended. This was arguably the movement that changed the force and effectiveness of the Civil Rights Movement as a whole and set the stage for other organized movements like the Selma to Montgomery March and the March on Washington for Jobs and Freedom. This documentary is based on the book Freedom Riders: 1961 and the Struggle for Racial Equality by Raymond Arsenault (http://bit.ly/1Vbn4sy). -
Surprise, Security, and the American Experience Jan Van Tol
Naval War College Review Volume 58 Article 11 Number 4 Autumn 2005 Surprise, Security, and the American Experience Jan van Tol John Lewis Gaddis Follow this and additional works at: https://digital-commons.usnwc.edu/nwc-review Recommended Citation van Tol, Jan and Gaddis, John Lewis (2005) "Surprise, Security, and the American Experience," Naval War College Review: Vol. 58 : No. 4 , Article 11. Available at: https://digital-commons.usnwc.edu/nwc-review/vol58/iss4/11 This Book Review is brought to you for free and open access by the Journals at U.S. Naval War College Digital Commons. It has been accepted for inclusion in Naval War College Review by an authorized editor of U.S. Naval War College Digital Commons. For more information, please contact [email protected]. Color profile: Disabled Composite Default screen van Tol and Gaddis: Surprise, Security, and the American Experience BOOK REVIEWS HOW COMFORTABLE WILL OUR DESCENDENTS BE WITH THE CHOICES WE’VE MADE TODAY? Gaddis, John Lewis. Surprise, Security, and the American Experience. Cambridge, Mass.: Harvard Univ. Press, 2004. 150pp. $18.95 John Lewis Gaddis is the Robert A. U.S. history, American assumptions Lovell Professor of History at Yale Uni- about national security were shattered versity and one of the preeminent his- by surprise attack, and each time U.S. torians of American, particularly Cold grand strategy profoundly changed as a War, security policy. Surprise, Security, result. and the American Experience is based on After the British attack on Washington, a series of lectures given by the author D.C., in 1814, John Quincy Adams as in 2002 addressing the implications for secretary of state articulated three prin- American security after the 11 Septem- ciples to secure the American homeland ber attacks. -
AFS 2390 Introduction to African-American Literature: Literature and AFS - AFRICAN AMERICAN Writing Cr
AFS 2390 Introduction to African-American Literature: Literature and AFS - AFRICAN AMERICAN Writing Cr. 3 Satisfies General Education Requirement: Diversity Equity Incl Inquiry, STUDIES Intermediate Comp Pre-2018, Intermediate Comp Post-2018 Introduction to major themes and some major writers of African- AFS 1010 Introduction to African American Studies Cr. 3 American literature, emphasizing modern works. Reading and writing Satisfies General Education Requirement: Diversity Equity Incl Inquiry, about representative poetry, fiction, essays, and plays. Offered Every Social Inquiry Term. An interdisciplinary approach to exploring several broad issues, topics, Prerequisites: ENG 1020 with a minimum grade of C, ENG 1020 with a theories, concepts and perspectives which describe and explain the minimum grade of P, ENG 1050 with a minimum grade of C, College Level experiences of persons of African descent in America, the Continent, and Exam Program with a test score minimum of BC-BD, (AA) Exempt from the diaspora. Offered Every Term. Gen Ed MACRAO with a test score minimum of 100, Michigan Transfer AFS 2010 African American Culture: Historical and Aesthetic Roots Cr. 4 Agreement with a test score minimum of 100, or (BA) Competencies Satisfies General Education Requirement: Cultural Inquiry, Civ and Waiver with a test score minimum of 100 Societies (CLAS only), Diversity Equity Incl Inquiry Equivalent: ENG 2390 Examination of the historical, traditional and aesthetic bases of a variety AFS 2600 Race and Racism in America Cr. 3 of cultural forms -- language, literature, music -- of the Black experience. Satisfies General Education Requirement: Diversity Equity Incl Inquiry Offered Every Term. Examination of the nature and practice of racism in American society AFS 2210 Black Social and Political Thought Cr. -
Guide to the Victor G. Reuther Papers LP000002BVGR
*XLGHWRWKH9LFWRU*5HXWKHU3DSHUV /3B9*5 7KLVILQGLQJDLGZDVSURGXFHGXVLQJ$UFKLYHV6SDFHRQ0DUFK (QJOLVK 'HVFULELQJ$UFKLYHV$&RQWHQW6WDQGDUG :DOWHU35HXWKHU/LEUDU\ &DVV$YHQXH 'HWURLW0, 85/KWWSVUHXWKHUZD\QHHGX Guide to the Victor G. Reuther Papers LP000002_VGR Table of Contents Summary Information .................................................................................................................................... 4 History ............................................................................................................................................................ 4 Scope and Content ......................................................................................................................................... 5 Arrangement ................................................................................................................................................... 7 Administrative Information ............................................................................................................................ 8 Related Materials ........................................................................................................................................... 9 Controlled Access Headings .......................................................................................................................... 9 Collection Inventory ....................................................................................................................................... 9 Series I: Reuther Brothers, -
Radical Pacifism, Civil Rights, and the Journey of Reconciliation
09-Mollin 12/2/03 3:26 PM Page 113 The Limits of Egalitarianism: Radical Pacifism, Civil Rights, and the Journey of Reconciliation Marian Mollin In April 1947, a group of young men posed for a photograph outside of civil rights attorney Spottswood Robinson’s office in Richmond, Virginia. Dressed in suits and ties, their arms held overcoats and overnight bags while their faces carried an air of eager anticipation. They seemed, from the camera’s perspective, ready to embark on an exciting adventure. Certainly, in a nation still divided by race, this visibly interracial group of black and white men would have caused people to stop and take notice. But it was the less visible motivations behind this trip that most notably set these men apart. All of the group’s key organizers and most of its members came from the emerging radical pacifist movement. Opposed to violence in all forms, many had spent much of World War II behind prison walls as conscientious objectors and resisters to war. Committed to social justice, they saw the struggle for peace and the fight for racial equality as inextricably linked. Ardent egalitarians, they tried to live according to what they called the brotherhood principle of equality and mutual respect. As pacifists and as militant activists, they believed that nonviolent action offered the best hope for achieving fundamental social change. Now, in the wake of the Second World War, these men were prepared to embark on a new political jour- ney and to become, as they inscribed in the scrapbook that chronicled their traveling adventures, “courageous” makers of history.1 Radical History Review Issue 88 (winter 2004): 113–38 Copyright 2004 by MARHO: The Radical Historians’ Organization, Inc. -
The Pulitzer Prizes 2020 Winne
WINNERS AND FINALISTS 1917 TO PRESENT TABLE OF CONTENTS Excerpts from the Plan of Award ..............................................................2 PULITZER PRIZES IN JOURNALISM Public Service ...........................................................................................6 Reporting ...............................................................................................24 Local Reporting .....................................................................................27 Local Reporting, Edition Time ..............................................................32 Local General or Spot News Reporting ..................................................33 General News Reporting ........................................................................36 Spot News Reporting ............................................................................38 Breaking News Reporting .....................................................................39 Local Reporting, No Edition Time .......................................................45 Local Investigative or Specialized Reporting .........................................47 Investigative Reporting ..........................................................................50 Explanatory Journalism .........................................................................61 Explanatory Reporting ...........................................................................64 Specialized Reporting .............................................................................70 -
What Made Nonviolent Protest Effective During the Civil Rights Movement?
NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 5011th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? © Bettmann / © Corbis/AP Images. Supporting Questions 1. What was tHe impact of the Greensboro sit-in protest? 2. What made tHe Montgomery Bus Boycott, BirmingHam campaign, and Selma to Montgomery marcHes effective? 3. How did others use nonviolence effectively during the civil rights movement? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 11th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? 11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – PRESENT): Racial, gender, and New York State socioeconomic inequalities were addressed By individuals, groups, and organizations. Varying political Social Studies philosophies prompted debates over the role of federal government in regulating the economy and providing Framework Key a social safety net. Idea & Practices Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Staging the Discuss tHe recent die-in protests and tHe extent to wHicH tHey are an effective form of nonviolent direct- Question action protest. Supporting Question 1 Supporting Question 2 Supporting Question 3 Guided Student Research Independent Student Research What was tHe impact of tHe What made tHe Montgomery Bus How did otHers use nonviolence GreensBoro sit-in protest? boycott, the Birmingham campaign, effectively during tHe civil rights and tHe Selma to Montgomery movement? marcHes effective? Formative Formative Formative Performance Task Performance Task Performance Task Create a cause-and-effect diagram tHat Detail tHe impacts of a range of actors Research the impact of a range of demonstrates the impact of the sit-in and tHe actions tHey took to make tHe actors and tHe effective nonviolent protest by the Greensboro Four. -
Viewer's Guide
SELMA T H E BRIDGE T O T H E BALLOT TEACHING TOLERANCE A PROJECT OF THE SOUTHERN POVERTY LAW CENTER VIEWER’S GUIDE GRADES 6-12 Selma: The Bridge to the Ballot is the story of a courageous group of Alabama students and teachers who, along with other activists, fought a nonviolent battle to win voting rights for African Americans in the South. Standing in their way: a century of Jim Crow, a resistant and segregationist state, and a federal govern- ment slow to fully embrace equality. By organizing and marching bravely in the face of intimidation, violence, arrest and even murder, these change-makers achieved one of the most significant victories of the civil rights era. The 40-minute film is recommended for students in grades 6 to 12. The Viewer’s Guide supports classroom viewing of Selma with background information, discussion questions and lessons. In Do Something!, a culminating activity, students are encouraged to get involved locally to promote voting and voter registration. For more information and updates, visit tolerance.org/selma-bridge-to-ballot. Send feedback and ideas to [email protected]. Contents How to Use This Guide 4 Part One About the Film and the Selma-to-Montgomery March 6 Part Two Preparing to Teach with Selma: The Bridge to the Ballot 16 Part Three Before Viewing 18 Part Four During Viewing 22 Part Five After Viewing 32 Part Six Do Something! 37 Part Seven Additional Resources 41 Part Eight Answer Keys 45 Acknowledgements 57 teaching tolerance tolerance.org How to Use This Guide Selma: The Bridge to the Ballot is a versatile film that can be used in a variety of courses to spark conversations about civil rights, activism, the proper use of government power and the role of the citizen. -
Rev. James M. Lawson, Jr
Rev. James M. Lawson, Jr. “Labor, Racism, and Justice in the 21st Century” The 2015 Jerry Wurf Memorial Lecture The Labor and Worklife Program Harvard Law School JERRY WURF MEMORIAL FUND (1982) Harvard Trade Union Program, Harvard Law School The Jerry Wurf Memorial Fund was established in memory of Jerry Wurf, the late President of the American Federation of State, County and Munic- ipal Employees (AFSCME). Its income is used to initiate programs and activities that “reflect Jerry Wurf’s belief in the dignity of work, and his commitment to improving the quality of lives of working people, to free open thought and debate about public policy issues, to informed political action…and to reflect his interests in the quality of management in public service, especially as it assures the ability of workers to do their jobs with maximum effect and efficiency in environments sensitive to their needs and activities.” Jerry Wurf Memorial Lecture February 19, 2015 Rev. James M. Lawson, Jr. “Labor, Racism, and Justice in the 21st Century” Table of Contents Introduction Naomi Walker, 4 Assistant to the President of AFSCME Keynote Address Rev. James M. Lawson, Jr. 7 “Labor, Racism, and Justice in the 21st Century” Questions and Answers 29 Naomi Walker, Assistant to the President of AFSCME Hi, good afternoon. Who’s ready for spring? I am glad to see all of you here today. The Jerry Wurf Memorial Fund, which is sponsoring this forum today, was established in honor of Jerry Wurf, who was one of AFSCME’s presidents from 1964 till 1981. These were really incredibly formative years for our union and also nationally for this nation. -
The Complex Relationship Between Jews and African Americans in the Context of the Civil Rights Movement
The Gettysburg Historical Journal Volume 20 Article 8 May 2021 The Complex Relationship between Jews and African Americans in the Context of the Civil Rights Movement Hannah Labovitz Gettysburg College Follow this and additional works at: https://cupola.gettysburg.edu/ghj Part of the History Commons Share feedback about the accessibility of this item. Recommended Citation Labovitz, Hannah (2021) "The Complex Relationship between Jews and African Americans in the Context of the Civil Rights Movement," The Gettysburg Historical Journal: Vol. 20 , Article 8. Available at: https://cupola.gettysburg.edu/ghj/vol20/iss1/8 This open access article is brought to you by The Cupola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The Cupola. For more information, please contact [email protected]. The Complex Relationship between Jews and African Americans in the Context of the Civil Rights Movement Abstract The Civil Rights Movement occurred throughout a substantial portion of the twentieth century, dedicated to fighting for equal rights for African Americans through various forms of activism. The movement had a profound impact on a number of different communities in the United States and around the world as demonstrated by the continued international attention marked by recent iterations of the Black Lives Matter and ‘Never Again’ movements. One community that had a complex reaction to the movement, played a major role within it, and was impacted by it was the American Jewish community. The African American community and the Jewish community were bonded by a similar exclusion from mainstream American society and a historic empathetic connection that would carry on into the mid-20th century; however, beginning in the late 1960s, the partnership between the groups eventually faced challenges and began to dissolve, only to resurface again in the twenty-first century. -
Social Studies District • 2019
UNIVERSITY INTERSCHOLASTIC LEAGUE Social Studies District • 2019 DO NOT TURN THIS PAGE UNTIL YOU ARE INSTRUCTED TO DO SO! UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST DISTRICT SPRING 2019 Part I: General Knowledge US Civil Rights: Fulfilling a Nation’s Promise (1 point each) 1. A few weeks before the 1960 election, Martin Luther King Jr. was arrested while leading a protest in Atlanta, Georgia. _____ phoned his wife to express his concern, and helped secure her husband's release. A. Lyndon B. Johnson C. John F. Kennedy B. Richard M. Nixon D. Dwight D. Eisenhower 2. The EEOC is a government agency established by the _____ to “ensure equality of opportunity by vigorously enforcing federal legislation prohibiting discrimination in employment.” A. Equal Rights Amendment C. Fair Housing Act B. Civil Rights Act of 1964 D. Civil Rights Restoration Act of 1987 • Developed the 1964 Freedom Summer Project • Helped create the Mississippi Freedom Democratic Party • Co-Director of Council of Federated Organizations • Developed the Algebra Project in 1982 3. All of the items listed above refer to which of the following individuals? A. Ella Baker C. Fannie Lou Hamer B. Robert Moses D. Amzie Moore 4. _____ was born August 17, 1887 in Jamaica. He gained notoriety as a charismatic black leader in Harlem who organized the first important American black nationalist movement. A. Jesse Jackson C. Malcolm X B. W.E.B. DuBois D. Marcus Garvey UIL Social Studies 1 DISTRICT • First black television producer in U.S. • Emmy, Tony, and Grammy award winner • Friend of MLK who raised thousands for CORE and SCLC projects • First platinum selling artist 5.