Rebellious Women in the Black Freedom Struggle
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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. -
The Attorney General's Ninth Annual Report to Congress Pursuant to The
THE ATTORNEY GENERAL'S NINTH ANNUAL REPORT TO CONGRESS PURSUANT TO THE EMMETT TILL UNSOLVED CIVIL RIGHTS CRIME ACT OF 2007 AND THIRD ANNUALREPORT TO CONGRESS PURSUANT TO THE EMMETT TILL UNSOLVEDCIVIL RIGHTS CRIMES REAUTHORIZATION ACT OF 2016 March 1, 2021 INTRODUCTION This is the ninth annual Report (Report) submitted to Congress pursuant to the Emmett Till Unsolved Civil Rights Crime Act of2007 (Till Act or Act), 1 as well as the third Report submitted pursuant to the Emmett Till Unsolved Civil Rights Crimes Reauthorization Act of 2016 (Reauthorization Act). 2 This Report includes information about the Department of Justice's (Department) activities in the time period since the eighth Till Act Report, and second Reauthorization Report, which was dated June 2019. Section I of this Report summarizes the historical efforts of the Department to prosecute cases involving racial violence and describes the genesis of its Cold Case Int~~ative. It also provides an overview ofthe factual and legal challenges that federal prosecutors face in their "efforts to secure justice in unsolved Civil Rights-era homicides. Section II ofthe Report presents the progress made since the last Report. It includes a chart ofthe progress made on cases reported under the initial Till Act and under the Reauthorization Act. Section III of the Report provides a brief overview of the cases the Department has closed or referred for preliminary investigation since its last Report. Case closing memoranda written by Department attorneys are available on the Department's website: https://www.justice.gov/crt/civil-rights-division-emmett till-act-cold-ca e-clo ing-memoranda. -
Martin Luther King Jr.'S Mission and Its Meaning for America and the World
To the Mountaintop Martin Luther King Jr.’s Mission and Its Meaning for America and the World New Revised and Expanded Edition, 2018 Stewart Burns Cover and Photo Design Deborah Lee Schneer © 2018 by Stewart Burns CreateSpace, Charleston, South Carolina ISBN-13: 978-1985794450 ISBN-10: 1985794454 All Bob Fitch photos courtesy of Bob Fitch Photography Archive, Department of Special Collections, Stanford University Libraries, reproduced with permission Dedication For my dear friend Dorothy F. Cotton (1930-2018), charismatic singer, courageous leader of citizenship education and nonviolent direct action For Reverend Dr. James H. Cone (1936-2018), giant of American theology, architect of Black Liberation Theology, hero and mentor To the memory of the seventeen high school students and staff slain in the Valentine Day massacre, February 2018, in Parkland, Florida, and to their families and friends. And to the memory of all other schoolchildren murdered by American social violence. Also by Stewart Burns Social Movements of the 1960s: Searching for Democracy A People’s Charter: The Pursuit of Rights in America (coauthor) Papers of Martin Luther King Jr., vol 3: Birth of a New Age (lead editor) Daybreak of Freedom: Montgomery Bus Boycott (editor) To the Mountaintop: Martin Luther King Jr.’s Mission to Save America (1955-1968) American Messiah (screenplay) Cosmic Companionship: Spirit Stories by Martin Luther King Jr. (editor) We Will Stand Here Till We Die Contents Moving Forward 9 Book I: Mighty Stream (1955-1959) 15 Book II: Middle Passage (1960-1966) 174 Photo Gallery: MLK and SCLC 1966-1968 376 Book III: Crossing to Jerusalem (1967-1968) 391 Afterword 559 Notes 565 Index 618 Acknowledgments 639 About the Author 642 Rabbi Abraham Joshua Heschel, the preeminent Jewish theologian, introduced Martin Luther King Jr. -
Parks, Rosa (4 Feb
Parks, Rosa (4 Feb. 1913-24 Oct. 2005), civil rights activist, was born Rosa McCauley in Tuskegee, Alabama, the daughter of James McCauley, a carpenter and stonemason, and Leona Edwards, a schoolteacher. Leona McCauley was a widely respected woman in her community. James McCauley was a native of Abbeville, Alabama. Two years after Rosa's birth, Leona McCauley separated from her husband and returned to her hometown of Pine Level, Alabama. Rosa would see her father just once more before she reached adulthood. From her mother, Rosa learned the value of self-respect, self-love, and honorable behavior toward others. Religion was also at the center of Rosa's world. Soon after her baptism at age two, Rosa became a lifelong member of the African Methodist Episcopal Church. She found much comfort and perspective in biblical study and prayer. Young Rosa received her early education in a rural schoolhouse in Pine Level. Later, at the strong urging of her mother, she attended Montgomery Industrial School for Girls and subsequently completed the tenth and eleventh grades at Alabama State Teachers' College for Negroes. At the end of 1932 nineteen-year-old Rosa married the self-educated Raymond Parks. With his encouragement, Rosa finally earned her high school diploma. An avid reader, Raymond Parks exposed Rosa to civil rights activism as early as 1931, when he began organizing a legal defense fund for the Scottsboro boys, nine young African American males accused of raping two white women on a freight train. Rosa Parks attended some of these meetings with her husband. Parks worked a number of jobs. -
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. -
Tracing Emmett Till's Legacy from Black Lives Matter Back to the Civil
Alicante Journal of English Studies, number 33, 2020, pages 00-00 Alicante Journal of English Studies / Revista Alicantina de Estudios Ingleses ISSN: 0214-4808 | e-ISSN: 2171-861X Special Issue: English Literary Studies Today: From Theory to Activism No. 33, 2020, pages 43-62 https://doi.org/10.14198/raei.2020.33.03 Tracing Emmett Till’s Legacy from Black Lives Matter back to the Civil Rights Movement Martín FERNÁNDEZ FERNÁNDEZ Author: Abstract Martín Fernández Fernández Universidade de Santiago de Compostela, Spain [email protected] This paper explores the legacy of the Emmett Till case as https://orcid.org/0000-0002-5153-5190 one of the core elements which binds together the Civil Date of reception: 30/05/2020 Rights Movement and the current Black Lives Matter in Date of acceptance: 16/10/2020 the US. Donald Trump’s inauguration in January 2017 Citation: has magnified the escalating racial tension of recent Fernández, Martín. “Tracing Emmet Till’s Legacy from Black Lives Matter back to the Civil Rights years and has, at the same time, fueled several forms Movement.” Alicante Journal of English Studies, no. 33 (2020): 43-62. of social activism across the United States. Acting as https://doi.org/10.14198/raei.2020.33.03 the catalyst for Black Lives Matter, the assassination of © 2020 Martín Fernández Fernández seventeen-year-old Trayvon Martin in 2012 stirred the race question in the country as the Till lynching had Licence: This work is licensed under a Creative Commons Attribution 4.0 International License similarly done fifty seven years before. -
Jeanne Theoharis a Life History of Being Rebellious
Want to Start a Revolution? Gore, Dayo, Theoharis, Jeanne, Woodard, Komozi Published by NYU Press Gore, Dayo & Theoharis, Jeanne & Woodard, Komozi. Want to Start a Revolution? Radical Women in the Black Freedom Struggle. New York: NYU Press, 2009. Project MUSE., https://muse.jhu.edu/. For additional information about this book https://muse.jhu.edu/book/10942 Access provided by The College Of Wooster (14 Jan 2019 17:21 GMT) 5 “A Life History of Being Rebellious” The Radicalism of Rosa Parks Jeanne Theoharis In all these years . it’s strange . but maybe not . nobody asks . about my life . if I have children . why I moved to Detroit . what I think . about what we tried . to do. Something needs to be said . about Rosa Parks . other than her feet . were tired. Lots of people . on that bus . and many before . and since . had tired feet . lots of people . still do . they just don’t know . where to plant them. Nikki Giovanni, “Harvest for Rosa Parks”1 On October 30, 2005, Rosa Parks became the first woman and second African American to lie in state in the U.S. Capitol. Forty thou- sand Americans—including President and Mrs. Bush—came to pay their respects. Thousands more packed her seven-hour funeral celebration at the Greater Grace Temple of Detroit and waited outside to see a horse- drawn carriage carry Mrs. Parks’s coffin to the cemetery.2 Yet what is com- monly known—and much of what was widely eulogized—about Parks is a troubling distortion of what actually makes her fitting for such a national tribute. -
Anne and Emmett: Confronting Antisemitism, Racism and Otherness Through Pedagogy
EDUC 635: Anne and Emmett: Confronting Antisemitism, Racism and Otherness through Pedagogy Undergraduate and Graduate Credit Syllabus Undergraduate and Graduate Bulletin Description: EDUC 635 (3). Undergraduate and Graduate Credit Syllabus. Syllabus creation for undergraduate and graduate credits in the same course. Class Meeting Schedule: _______ from __________ Wardlaw room _________ Instructor: Dr. Meir Muller and Mr. Devin Randolph Contact Information: Meir Muller, [email protected], 803-513-9615, Wardlaw 104 Office hours by appointment Contact Information: Devin Randolph, 803-378-8800 Office hours by appointment Course Overview: Using the lives of Emmett Till and Anne Frank as microcosms for antisemitism and racism these two types of hatred will be studied. Consideration will be given to the historical antecedents of the specific form of each hatred and the contemporary manifestations confronted by the Black and Jewish communities. Upon successful completion of this course, students will be able to: Demonstrate an ability to be fully conversant in the complex issues of contemporary anti- Semitism and racism along with the ability to use multiple educational theories to confront these irrational illegitimate hatreds in and out of school settings. Learning Outcomes: As a result of successful completion of this course, undergraduate students will be able to: 1. Describe at least three ways that antisemitism has shifted over time (religion, race and peoplehood). 2. Describe at least three ways that racism has shifted in the United States (slavery, Jim Crow, New Jim Crow…) 3. Explain ways in which antisemitism and racism converge and diverge. 4. Evaluate minimally three ideologies, stereotypes, or beliefs that informs racism, antisemitism, and otherness. -
Rosa Parks and Emmett Till Lesson Anne Schaefer June, 2019
Rosa Parks and Emmett Till Lesson Anne Schaefer June, 2019 Grades 8-10 Social Studies or Language Arts This lesson is designed to deepen student understanding of the history racial segregation, the Emmett Till murder and the complexity of events that led to the civil rights movement. Through analyzing Nikki Giovanni’s prose poem, students gain a greater understanding of the many people who worked together to lead to the day Rosa Parks decided to take a stand by sitting down. Students should have some background knowledge of the Emmett Till murder and the Montgomery Bus Boycott prior to the lesson. Step 1 Display photo of Pullman Porters: https://woodmereartmuseum.org/experience/exhibitions/john-mosley-photographs/ pullman-porters Read the article ”Five Things to Know About Pullman Porters” in Smithsonian Magazine: https://www.smithsonianmag.com/smart-news/five-things-know-about-pullman- porters-180959663/ Step 2 Read and discuss Langston Hughes poem “Porter” Porter by Langston Hughes I must say Yes, sir, To you all the time. Yes, sir! Yes, sir! All my days Climbing up a great big mountain Of yes, sirs! Rich old white man Owns the world. Gimme yo' shoes To shine. Yes, sir! Discuss: Whose point of view is conveyed in the poem? How does Hughes convey the porters’ inner feelings? Optional: Compare/Contrast with the mood created by Norman Rockwell’s “Boy in Dining Car” https://www.nrm.org/2016/01/norman-rockwell-museum-explores-the-pullman-porter- norman-rockwells-boy-in-dining-car/ Step 3 Explain that blues music emerged in the African American community partly to give voice to their feelings. -
Emmett Till Unsolved Civil Rights Crime Act
EMMETT TILL UNSOLVED CIVIL RIGHTS CRIME ACT JOINT HEARING BEFORE THE SUBCOMMITTEE ON THE CONSTITUTION, CIVIL RIGHTS, AND CIVIL LIBERTIES AND THE SUBCOMMITTEE ON CRIME, TERRORISM, AND HOMELAND SECURITY OF THE COMMITTEE ON THE JUDICIARY HOUSE OF REPRESENTATIVES ONE HUNDRED TENTH CONGRESS FIRST SESSION ON H.R. 923 JUNE 12, 2007 Serial No. 110-31 Printed for the use of the Committee on the Judiciary Available via the World Wide Web: http://judiciary.house.gov U.S. GOVERNMENT PRINTING OFFICE 36-017 PDF WASHINGTON : 2007 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512-1800; DC area (202) 512-1800 Fax: (202) 512-2250 Mail: Stop SSOP, Washington, DC 20402-0001 COMMITTEE ON THE JUDICIARY JOHN CONYERS, JR., Michigan, Chairman HOWARD L. BERMAN, California LAMAR SMITH, Texas RICK BOUCHER, Virginia F. JAMES SENSENBRENNER, JR., JERROLD NADLER, New York Wisconsin ROBERT C. SCOTT, Virginia HOWARD COBLE, North Carolina MELVIN L. WATT, North Carolina ELTON GALLEGLY, California ZOE LOFGREN, California BOB GOODLATTE, Virginia SHEILA JACKSON LEE, Texas STEVE CHABOT, Ohio MAXINE WATERS, California DANIEL E. LUNGREN, California MARTIN T. MEEHAN, Massachusetts CHRIS CANNON, Utah WILLIAM D. DELAHUNT, Massachusetts RIC KELLER, Florida ROBERT WEXLER, Florida DARRELL ISSA, California LINDA T. SANCHEZ, California MIKE PENCE, Indiana STEVE COHEN, Tennessee J. RANDY FORBES, Virginia HANK JOHNSON, Georgia STEVE KING, Iowa LUIS V. GUTIERREZ, Illinois TOM FEENEY, Florida BRAD SHERMAN, -
Title of Lesson: Montgomery Bus Boycott: We Would Rather Walk! Suggested Grade Level: 6
Title of Lesson: Montgomery Bus Boycott: We Would Rather Walk! Suggested grade level: 6 This lesson was created as a part of the Alabama History Education Initiative, funded by a generous grant from the Malone Family Foundation in 2009. Author Information: Jimmie Freeman (Cohort 2: 2010-2011) Deshler Middle School Tuscumbia City School Tuscumbia, AL Background Information: • Information about the Montgomery Bus Boycott may be found at the Encyclopedia of Alabama Web site as well as numerous additional Web sites. • A concise article about the Montgomery Bus Boycott can be found at http://www.montgomeryboycott.com/article_overview.htm. This Web site includes an AP photo of Rosa Parks being booked and the Rosa Parks’s mug shot which was found in 2004 by Montgomery County Deputy Sheriff Derrick Cunningham, • The Rosa Parks Museum Web site contains information about Mrs. Parks and about the bus boycott; it also has photos, including ones of the Montgomery city bus on which she rode. • Download and review the documents included with the lesson: o Negroes’ Most Urgent Needs o Integrated Bus Suggestions o Rosa Parks on a bus boycott reenactment • The following books give more detailed accounts of the bus boycott: o Daybreak of Freedom: The Montgomery Bus Boycott (University of North Carolina Press, 1997) o The Montgomery Bus Boycott and the Women Who Started It: The Memoir of Jo Ann Gibson Robinson (University of Tennessee Press, 1987) o Bus Ride to Justice by Fred Gray (New South Books, 1995). Overview of lesson: This lesson begins with the conditions that led to the Montgomery Bus Boycott. -
Natchez, Mississippi; Vincent Dahmon (Deceased) - Victim CIVIL RIGHTS
−1− CIVIL RIGHTS DIVISION Notice to Close File 03/24/2010 File No. 144-41-3578 Date To: Chief, Criminal Section Re: Unknown Subject(s) Natchez, Mississippi; Vincent Dahmon (Deceased) - Victim CIVIL RIGHTS It is recommended that the above case be closed for the following reasons: Case Synopsis The Federal Bureau of Investigation (FBI) initiated an investigation into this matter based on a 1966 article titled “The cost is high,” under the byline of Lincoln Lynch, then Associate National Director of the Congress of Racial Equality (CORE). The article, which was apparently directed to CORE members, states that Vincent Dahmon, age 65, of Natchez, Mississippi, was shot by members of the KKK “during the time of the Meredith March” (the 1966 “March Against Fear” from Memphis, Tennessee to Jackson, Mississippi, initiated by James Meredith, during _____________________ Cristina Gamondi Attorney ______________________________________________________________________________ ______________________________________________________________________________ To: Records Section Office of Legal Administration The above numbered file has been closed as of this date. _____________ ________________________________ Date Chief, Criminal Section FORMERLY CVR-3 FORM CL-3 −2− which Meredith was shot and wounded). The FBI interviewed Meredith, who stated adamantly that the story was an untrue rumor. Several other civil rights activists similarly stated that they had no recollection of the alleged murder. All of the other investigative steps also yielded no information or evidence supporting the allegations. 2008 Federal Review: In the fall of 2008, the FBI initiated a review of the circumstances surrounding the victim’s death, pursuant to the Department of Justice’s “Cold Case” initiative and the “Emmett Till Unsolved Civil Rights Crime Act of 2007,” which charges the Department of Justice to investigate “violations of criminal civil rights statutes .