Montgomery Bus Victory in the Streets and in the Courts
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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. -
History and Politics of Transportation in the United States
History and Politics of Transportation in the United States Transportation has always shaped development. It has been a major factor in the growth of the United States from the earliest days of settlement. The location and the success of a city depended on its proximity to the various transportation systems of the era. In each new phase, cooperation between government and private entrepreneurs was always the key to the success of the enterprise. In many cases, one mode was favored over another with politics and even corruption playing a major role in determining the choices of modes and the shape of development patterns. This paper will provide background materials to help instructors understand the basic historical and political factors behind the growth of transportation systems in the United States. Supplemental fact sheets will provide specific information and quotes and statistics on economic, environmental, health and safety factors related to transportation. WATER TRANSPORTATION In the early days of the United States, as the country grew in size and population, the need for an efficient transportation system linking the coastal cities with the rich agricultural interior countryside became more and more pressing. The first significant progress in national transportation was river steamboat navigation, pioneered by Fulton and Livingston on the Hudson and Henry Miller Shreve on the Mississippi. Steam navigation cut the time of a journey between New York and Albany by two thirds. The second major improvement was canal construction. Prominent people in New York who supported the building of the Erie Canal included Stephen Van Rensselaer III. The Erie Canal, which linked the Hudson River to Lake Erie, was opened in 1825 and its impact on the economic development of New York City and the hin- terland was huge. -
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. -
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. -
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. -
January–June 2005 · $10.00 / Rails To
January–June 2005 · $10.00 / Rails to Rubber to Rails Again, Part 1: Alabama–Montana Headlights The Magazine of Electric Railways Published since 1939 by the Electric Railroaders’ Association, Inc. WWW.ERAUSA.ORG Staff Contents Editor and Art Director January–June 2005 Sandy Campbell Associate Editors Raymond R. Berger, Frank S. Miklos, John Pappas Contributors Edward Ridolph, Trevor Logan, Bill Volkmer, Columns Alan K. Weeks 2 News Electric Railroaders’ Compiled by Frank Miklos. International transportation reports. Association, Inc. E Two-Part Cover Story Board of Directors 2008 President 18 Rails to Rubber to Rails Again Frank S. Miklos By Edward Ridolph. An extensive 60-year summary of the street railway industry in First Vice President the U.S. and Canada, starting with its precipitous 30-year, post-World War II decline. William K. Guild It continues with the industry’s rebirth under the banner of “light rail” in the early Second Vice President & Corresponding Secretary 1980s, a renaissance which continues to this day. Raymond R. Berger Third Vice President & Recording Secretary Robert J. Newhouser Below: LAMTA P3 3156 is eastbound across the First Street bridge over the Los Treasurer Angeles River in the waning weeks of service before abandonment of Los Angeles’ Michael Glikin narrow gauge system on March 31, 1963. GERALD SQUIER PHOTO Director Jeffrey Erlitz Membership Secretary Sandy Campbell Officers 2008 Trip & Convention Chairman Jack May Librarian William K. Guild Manager of Publication Sales Raymond R. Berger Overseas Liason Officer James Mattina National Headquarters Grand Central Terminal, New York City A-Tower, Room 4A Mailing Address P.O. -
IN HONOR of FRED GRAY: MAKING CIVIL RIGHTS LAW from ROSA PARKS to the TWENTY-FIRST CENTURY - Introduction
Case Western Reserve Law Review Volume 67 Issue 4 Article 10 2017 SYMPOSIUM: IN HONOR OF FRED GRAY: MAKING CIVIL RIGHTS LAW FROM ROSA PARKS TO THE TWENTY-FIRST CENTURY - Introduction Jonathan L. Entin Follow this and additional works at: https://scholarlycommons.law.case.edu/caselrev Part of the Law Commons Recommended Citation Jonathan L. Entin, SYMPOSIUM: IN HONOR OF FRED GRAY: MAKING CIVIL RIGHTS LAW FROM ROSA PARKS TO THE TWENTY-FIRST CENTURY - Introduction, 67 Case W. Rsrv. L. Rev. 1025 (2017) Available at: https://scholarlycommons.law.case.edu/caselrev/vol67/iss4/10 This Symposium is brought to you for free and open access by the Student Journals at Case Western Reserve University School of Law Scholarly Commons. It has been accepted for inclusion in Case Western Reserve Law Review by an authorized administrator of Case Western Reserve University School of Law Scholarly Commons. Case Western Reserve Law Review·Volume 67·Issue 4·2017 —Symposium— In Honor of Fred Gray: Making Civil Rights Law from Rosa Parks to the Twenty-First Century Introduction Jonathan L. Entin† Contents I. Background................................................................................ 1026 II. Supreme Court Cases ............................................................... 1027 A. The Montgomery Bus Boycott: Gayle v. Browder .......................... 1027 B. Freedom of Association: NAACP v. Alabama ex rel. Patterson ....... 1028 C. Racial Gerrymandering: Gomillion v. Lightfoot ............................. 1029 D. Constitutionalizing the Law of -
<Billno> <Sponsor>
<BillNo> <Sponsor> HOUSE JOINT RESOLUTION 8020 of the Second Extraordinary Session By Clemmons A RESOLUTION to honor the memory of United States Congressman John Robert Lewis. WHEREAS, the members of this General Assembly were greatly saddened to learn of the passing of United States Congressman John Robert Lewis; and WHEREAS, Congressman John Lewis dedicated his life to protecting human rights, securing civil liberties, and building what he called "The Beloved Community" in America; and WHEREAS, referred to as "one of the most courageous persons the Civil Rights Movement ever produced," Congressman Lewis evidenced dedication and commitment to the highest ethical standards and moral principles and earned the respect of his colleagues on both sides of the aisle in the United States Congress; and WHEREAS, John Lewis, the son of sharecropper parents Eddie and Willie Mae Carter Lewis, was born on February 21, 1940, outside of Troy, Alabama, and was raised on his family's farm with nine siblings; and WHEREAS, he attended segregated public schools in Pike County, Alabama, and, in 1957, became the first member of his family to complete high school; he was vexed by the unfairness of racial segregation and disappointed that the Supreme Court's 1954 ruling in Brown v. Board of Education did not affect his and his classmates' experience in public school; and WHEREAS, Congressman Lewis was inspired to work toward the change he wanted to see by Reverend Dr. Martin Luther King, Jr.'s sermons and the outcome of the Montgomery Bus Boycott of 1955 and -
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. -
Daybreak of Freedom
Daybreak of Freedom . Daubreak of The University of North Carolina Press Chapel Hill and London Freedom The Montgomery Bus Boycott Edited by Stewart Burns © 1997 The University of North Carolina Press. All rights reserved. Manufactured in the United States of America. The paper in this book meets the guidelines for permanence and durability of the Committee on Production Guidelines for Book Longevity of the Council on Library Resources. Library of Congress Cataloging-in-Publication Data Daybreak of freedom : the Montgomery bus boycott / edited by Stewart Burns, p cm. Includes bibliographical references (p. ) and index. ISBN 0-8078-2360-0 (alk. paper) — ISBN 0-8078-4661-9 (pbk.: alk. paper) i. Montgomery (Ala.)—Race relations—Sources. 2. Segregation in transportation—Alabama— Montgomery—History—20th century—Sources. 3. Afro-Americans—Civil rights—Alabama- Montgomery—History—2oth century—Sources. I. Title. F334-M79N39 *997 97~79°9 3O5.8'oo976i47—dc2i CIP 01 oo 99 98 97 54321 THIS BOOK WAS DIGITALLY MANUFACTURED. For Claudette Colvin, Jo Ann Robinson, Virginia Foster Durr, and all the other courageous women and men who made democracy come alive in the Cradle of the Confederacy This page intentionally left blank We are here in a general sense because first and foremost we are American citizens, and we are determined to apply our citizenship to the fullness of its meaning. We are here also because of our love for democracy, because of our deep-seated belief that democracy transformed from thin paper to thick action is the greatest form of government on earth. And you know, my friends, there comes a time when people get tired of being trampled over by the iron feet of oppression. -
The Streetcar Conspiracy
The StreetCar Conspiracy How General Motors Deliberately Destroyed Public Transit by Bradford Snell The electric streetcar, contrary to Van Wilkin's incredible naïve whitewash, did not die a natural death: General Motors killed it. GM killed it by employing a host of anti-competitive devices which, like National City Lines, debased rail transit and promoted auto sales. This is not about a "plot" hatch by wild-eyed corporate rogues, but rather about a consummate business strategy crafted by Alfred P. Sloan, Jr., the MIT-trained genius behind General Motors, to expand auto sales and maximize profits by eliminating streetcars. In 1922, according to GM's own files, Sloan established a special unit within the corporation which was charged, among other things, with the task of replacing America's electric railways with cars, trucks and buses. A year earlier, in 1921, GM lost $65 million, leading Sloan to conclude that the auto market was saturated, that those who desired cars already owned them, and that the only way to increase GM's sales and restore its profitability was by eliminating its principal rival: electric railways. At the time, 90 percent of all trips were by rail, chiefly electric rail; only one in 10 Americans owned an automobile. There were 1,200 separate electric street and interurban railways, a thriving and profitable industry with 44,000 miles of track, 300,000 employees, 15 billion annual passengers, and $1 billion in income. Virtually every city and town in America of more than 2,500 people had its own electric rail system. General Motors sought to reduce competition from electric railways through a variety of measures, including the use of freight leverage.