DOCSLIB.ORG

Determine the Turning Point of the Civil Rights Movement in South Carolina (1950-1970)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Determine the Turning Point of the Civil Rights Movement in South Carolina (1950-1970) Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Historical Question Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970) in regard to desegregation of schools and voting rights and analyze the sentiments of participants during, before and after the pinnacle of the movement, determining the lasting impact of the movement. Introduction to DBQ The struggle for African Americans to obtain civil rights in the United States has been a long and arduous process culminating with African Americans having the right to vote reinstated for some with the Voting Rights Act of 1965 (it was initially granted to African American men during Reconstruction), and the desegregation of public facilities including public schools with Brown V. Board of Education and later by mandate in 1970. The movement gained momentum following World War II partially because veterans returned home realizing that while they fought for the freedom of others they did not have certain liberties in their own native land. Many tactics were used to achieve rights primarily through the formation of civil rights groups such as the NAACP, or pursuing the rights through the court system and ultimately reaching the Supreme Court. Historical Thinking Skill: Context Students would be able to utilize the sources to gain an understand of the climate of the civil rights movement in South Carolina. Various aspects of the civil rights movement included are the struggle to attain the right to vote and the desegregation of schools. SC Standard(s)/Indicator(s) Standard USHC-8: The student will demonstrate an understanding of social, economic and political issues in contemporary America. USHC-8.1 Analyze the African American Civil Rights Movement, including initial strategies, landmark court cases and legislation, the roles of key civil rights advocates and the media, and the influence of the Civil Rights Movement on other groups seeking equality. DOK Level - 3 Strategic Reasoning and Thinking Explain, generalize or connect ideas using supporting evidence Write a multi paragraph essay for specific purpose, focus, voice, tone and audience Materials ● ClearTouch Panel (SmartBoard) ● Copies of all sources (electronic or paper) ● Copies of station questions ● Paper/Chromebook for essay 1 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Teacher’s Guide Literature to use to build background information should you need it. Freedom's Teacher: The Life of Septima Clark By Katherine Mellen Charron I've Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle By Charles M. Payne Putting the Movement Back Into Civil Rights Teaching: A Resource Guide for Classrooms and Communities By Deborah Menkart (Editor) 2 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Voices of a People's History of the United States, 10th Anniversary Edition By Howard Zinn, Anthony Arnove Voices of Freedom: An Oral History of the Civil Rights Movement from the 1950s Through the 1980 By Henry Hampton, Steve Fayer March, Book One By John Lewis, Andrew Aydin, Nate Powell (Illustrator) 3 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 The Civil Rights Reader: American Literature from Jim Crow to Reconciliation By Amy Schmidt, Julie Armstrong (Editor), Booker T. Washington (Contribution by) Background Information/Instructional Plan This document based question (DBQ) should be implemented in the classroom as a culminating activity to the study of the height of the Civil Rights Movement. The DBQ can be taught over a period of several days while ensuring students know necessary skills to complete a DBQ. Writing workshops can be conducted to teach students how to analyze primary resources and how to answer the questions who, what, when and why on a deeper level. Students must be able to then categorize the documents based on similarities and differences to present an argument to how the sentiments change throughout the movement and what could be considering a turning point. The students will be able to use their knowledge of the history of African Americans and the struggle that ensued to attain their civil rights. The following is from the SC Support Documents for United States History and Constitution: The Civil Rights Movement was a liberal movement that challenged the conservative status quo of race relations in the United States to secure for African Americans the full rights of citizenship including the right to “life, liberty, and the pursuit of happiness.” In order to analyze the strategies of the Civil Rights Movement, it is essential that students understand its goals which were equal treatment and the right to vote. A thorough review of the failed promises of the Declaration of Independence (USHC 1.3); Reconstruction and the thirteenth, fourteenth, and fifteenth amendments (USHC 3.3); the Jim Crow era (USHC 3.4); and the response of African Americans to discrimination (USHC 3.5) should establish the context for the Civil Rights Movement of the post-World War II period. In previous USHC lessons, students learned how the Reconstruction was geared towards helping newly freed slaves achieve civil rights such as the right to vote for black men and access to education through the development of both secondary and higher education schools. 4 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 The purpose of this DBQ is to point out to students that the efforts of Reconstruction were reversed by the Jim Crow era and that the rights guaranteed by the 14th amendment were denied until almost a century later. Students will create a piece of work that demonstrates their ability to contextualize the Civil Rights Period by using the documents provided. One photographic source and one written source should be used to help model for the students how a primary source should be analyzed. It should be completed whole group and the teacher should model the needed Historical Thinking Skills as well as expectations for future sources. Examples of Lesson implementation: ● On the first day divide the class into small groups and provide sources of the time period. These may include, but are not limited to sit-ins, SNCC protests, written documents by MLK Jr., Malcolm X, SCLC protests, news articles, oral histories etc. Give the students a document analysis worksheet (I use the one from DocsTeach on the National Archives website) and have them complete it on the documents provided. As a closing activity have the groups share what documents they were given, and what they took away from them. ● As a whole group, create a graphic organizer of the effects/examples of civil disobedience/protests during the Civil Rights Movement and if the desired result was achieved. Accommodations/Modifications ● A timeline will be completed to help students comprehend the context of the period Final Project Activity Examples As an assessment, students will be asked to compose a written response to the question and be prepared to defend their stance in a scholarly debate. They must be able utilize the documents effectively to support their argument and refute opposing points of view. To differentiate this for lower levels students in an Honors/CP may be provided with leading questions by the teacher, but in an AP class the questions will be more open ended. 5 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source A Joseph DeLaine Home Burned (circa 1950) 6 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source B People at the ballot box (May 25, 1958) 7 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source C Governor Fritz Hollings’ Address to General Assembly (January 9, 1963) 8 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source D Senator Strom Thurmond opposition to 1963 Civil Rights Bill November 6, 1963 9 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source E Monteith Treadwell Interview- July 1963 Desegregating the University of South Carolina (1 minute clip from WIS-TV) 10 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source F Modjeska Simpkins Editorial to The State Newspaper 1981 11 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source G Judge Matthew Perry – Harvey Gantt/Clemson Oral History Interview 12 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source H Governor Robert McNair- SC must obey Supreme Court ruling to desegregate public schools (January 29, 1970) 13 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source I March 5, 1970 Lamar incident following mandated desegregation 14 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source J Governor McNair’s Statement on Orangeburg Massacre (February 9, 1968)- 15 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source K Cleveland Seller’s River of No Return Excerpt on the Orangeburg Massacre When I arrived at the scene of the action, my heart began to pound, hard and fast. The students had been driven back toward the center of the campus where they had built a huge bonfire in the middle of Watson Street right off College Avenue.
Load more

Recommended publications
  • STEPPING STONE to E SUPREME COURT Clarendon County South
    History 8c Benjamin F. Hornsby,Jr. South Carolina Clarendon County in African American History 1 r------------ h E SUPREME COURT South Carolina Department ofArchives STEPPING STONE TO ^ g _ ' ■ ctJQ <~) S ul» . iu-JM Cover: Liberty Hill African Methodist Episcopal Church (Courtesy South Carolina State Museum). Meetings held in this church in the 1940s and 1950s led to local court cases, which helped bring about the U. S. Supreme Court’s 1954 ruling desegregat­ ing public schools. Members of the local community and this congregation were plaintiffs in the case of Harry Briggs, Jr., v. R. W. Elliott, which eventually made its way to the Supreme Court where it was consolidated with four other cases and argued as Brown v. Board of Education Topeka. The plaintiffs were: Harry Briggs, Anne Gibson, Mose Oliver, Bennie Parson, Edward Ragin, William Ragin, Luchrijsher Richardson, Lee Richardson, James H. Bennett, Mary Oliver, Willie M. Stukes, G. H. Henry, Robert Georgia, Rebecca Richburg, Gabrial Tyndal, Susan Lawson, Frederick Oliver, Onetha Bennett, Hazel Ragin, and Henry Scott. STEPPING STONE TO THE SUPREME COURT Clarendon County Benjamin F. Hornsby, Jr. CONTENTS 1. Preface 1. Looking back—a chronological scrapbook 2. 1947—Clarendon County, South Carolina 4. 1948 5. 1949 7. 1950 12. 1951 16. 1952 17. 1953 18. 1954 19. Afterthought 20. Petition—Briggs et al to Board of Trustees for School District 22, Clarendon County 25. Text of Historical Marker honoring plaintiffs in Briggs v. Elliott S. C. STATE LIBRARY 'f'T 0 7 1992 STATE DOCUMENTS © 1992 South Carolina Department of Archives & History 1430 Senate Street, P.
    [Show full text]
  • An Interview with Cheryl Brown Henderson by Nancy E
    50 Years after Brown v. the Board of Education: An Interview with Cheryl Brown Henderson By Nancy E. Carriuolo This spring marks the 50th anniversary (May back to the earliest years of American higher 17, 1954-2004) of the Supreme Courts’ decision to education, developmental education only be- outlaw segregation by rul- came highly visible to the public after Brown v. ing unanimously in favor the Board of Education slowly pried open the of the plaintiffs in Brown doors of segregated schools, colleges, and uni- v. the Board of Education. versities. Access for students of color has Of course, segregation never brought the possibility of higher education to a really ended, as will be ex- new population, many of whom–as you know plained in the following in- so well—have been underprepared, requiring terview with Cheryl Brown remediation after studying in less-than-adequate Henderson, daughter of segregated schools. Oliver Brown, the 10th of 13 I would like to discuss Brown v. the Board’s plaintiffs in Brown v. the original intentions and its ultimate effects on Board and the namesake for the case. Reverend K-16 education. Everyone needs to understand Access for students of Oliver Brown passed away only 7 years after the that Brown v. the Board increased access for color has brought the ruling, so he never witnessed the full series of up- students of color to all levels of education and heavals and ripples caused by the decision. How- later, as one of its many consequences, sparked possibility of higher ever, his youngest daughter Cheryl, a former teacher our government’s understanding (albeit some- education to a new and administrator and also an expert on Brown v.
    [Show full text]
  • Celebrates 25 Years. 25Th Anniversary Collector’S Edition Dear Students, Educators,And Friends
    South Carolina African American History Calendar Celebrates 25 Years. 25th Anniversary Collector’s Edition Dear Students, Educators,and Friends, One of the highlights of my year is the unveiling of the new African American History Calendar, for it is always a wonderful time of renewing friendships, connecting with new acquaintances, and honoring a remarkable group of South Carolinians. This year is even more exciting, for the 2014 calendar is our 25th Anniversary Edition! For a quarter of a century, the Calendar project has celebrated the lives, leadership, and experiences of gifted people who have shaped who we are as a State and as South Carolinians. Initially developed as a resource for teachers as they include African American history in their classroom curriculum, the Calendar has become a virtual Hall of Fame, combining recognition with education and drawing online visitors from around the globe. Thus far, 297 African Americans with South Carolina roots have been featured on the Calendar’s pages. They represent a wide array of endeavors, including government and military service, education, performing and fine arts, business, community activism, and athletics. They hail from every corner of the state, from rural communities to our largest cities. And each has made a difference for people and for their communities. The Calendar, with its supporting educational materials, has always been designed to help students understand that history is about people and their actions, not simply dates or places. While previous editions have focused on individuals, the 25th Anniversary Edition spotlights 12 milestone events in South Carolina’s African American History. Driven by men and women of courage and conviction, these events helped lay the foundation for who we are today as a State and who we can become.
    [Show full text]
  • Congressional Gold Medals, 1776-2016
    Congressional Gold Medals, 1776-2016 Matthew Eric Glassman Analyst on the Congress February 13, 2017 Congressional Research Service 7-5700 www.crs.gov RL30076 Congressional Gold Medals, 1776-2015 Summary Senators and Representatives are frequently asked to support or sponsor proposals recognizing historic events and outstanding achievements by individuals or institutions. Among the various forms of recognition that Congress bestows, the Congressional Gold Medal is often considered the most distinguished. Through this venerable tradition, the occasional commissioning of individually struck gold medals in its name, Congress has expressed public gratitude on behalf of the nation for distinguished contributions for more than two centuries. Since 1776, this award, which initially was bestowed on military leaders, has also been given to such diverse individuals as Sir Winston Churchill and Bob Hope, George Washington and Robert Frost, Joe Louis and Mother Teresa of Calcutta. Members of Congress and their staff frequently ask questions concerning the nature, history, and contemporary application of the process for awarding Gold Medals. This report responds to congressional inquiries concerning this process, and includes a historical examination and chronological list of these awards. It is intended to assist Members of Congress and staff in their consideration of future Gold Medal proposals, and will be updated as Gold Medals are approved. Congressional Research Service Congressional Gold Medals, 1776-2015 Contents Practices Adopted During the
    [Show full text]
  • University of Oklahoma Graduate College
    UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE ONTOLOGICAL MISEDUCATION AND ONTOLOGICAL REEDUCATION OF AFRICAN AMERICANS: RACE, RESISTANCE AND TRANSFORMATION A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By BRIAN KEITH CORPENING Norman, Oklahoma 2017 THE ONTOLOGICAL MISEDUCATION AND ONTOLOGICAL REEDUCATION OF AFRICAN AMERICANS: RACE, RESISTANCE AND TRANSFORMATION A DISSERTATION APPROVED FOR THE DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY ______________________________ Dr. Susan Laird, Chair ______________________________ Dr. Mirelsie Velazquez, Co-Chair ______________________________ Dr. Ben Keppel ______________________________ Dr. William Frick ______________________________ Dr. Irving Pressley McPhail © Copyright by BRIAN KEITH CORPENING 2017 All Rights Reserved. This dissertation is dedicated to my mother, Vera E. Corpening and my father, Thomas A. Corpening, Sr. There are no words for what the both of you have meant to me and have done to prepare me for the world, while also serving as an ongoing inspiration. I am and have always been blessed because of the both of you. This is also dedicated to the memories of my aunt, Tommye Reede, and my brother, Thomas A. Corpening, Jr. Acknowledgements There are many I want to acknowledge who have helped me reached this moment. Considering that this has been a twenty-five year journey from when I first started a doctoral program until completing this dissertation, many have been integral in this process. My parents Thomas and Vera Corpening, my son Thomas Corpening, my sister Jacqueline Scott, all my family members and friends who have supported me unconditionally over the years. I want to acknowledge Dr.
    [Show full text]
  • A Historical Analysis of Landmark Supreme Court Cases Missouri Ex
    Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies Summer 8-7-2012 Student Access to Higher Education: A Historical Analysis of Landmark Supreme Court Cases Missouri ex. rel. Gaines v. Canada, Registrar of the University of Missouri, 1938, and Grutter v. Bollinger, 2003 Ansley K. Daniel Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Recommended Citation Daniel, Ansley K., "Student Access to Higher Education: A Historical Analysis of Landmark Supreme Court Cases Missouri ex. rel. Gaines v. Canada, Registrar of the University of Missouri, 1938, and Grutter v. Bollinger, 2003." Dissertation, Georgia State University, 2012. https://scholarworks.gsu.edu/eps_diss/99 This Dissertation is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, STUDENT ACCESS TO HIGHER EDUCATION: A HISTORICAL ANALYSIS OF LANDMARK SUPREME COURT CASES MISSOURI EX. REL. GAINES V. CANADA, REGISTRAR OF THE UNIVERSITY OF MISSOURI, 1938, AND GRUTTER V. BOLLINGER, 2003, by ANSLEY KNOX DANIEL, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree Doctor of Philosophy in the College of Education, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chair, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty.
    [Show full text]
  • An Historical Review of the Role Black Parents and the Black Community Played in Providing Schooling for Black Children in the South, 1865-1954
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1986 An historical review of the role Black parents and the Black community played in providing schooling for Black children in the South, 1865-1954. Josie R. Johnson University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Johnson, Josie R., "An historical review of the role Black parents and the Black community played in providing schooling for Black children in the South, 1865-1954." (1986). Doctoral Dissertations 1896 - February 2014. 4095. https://scholarworks.umass.edu/dissertations_1/4095 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. AN HISTORICAL REVIEW OF THE ROLE BLACK PARENTS AND THF BLACK COMMUNITY PLAYED IN PROVIDING SCHOOLING FOR BLACK CHILDREN IN THE SOUTH, 1865-1954 A Dissertation Presented by JOS IE R. JOHNSON Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 1986 School of Education Josie R. Johnson All Rights Reserved AN HISTORICAL REVIEW OF THE ROLE BLACK PARENTS AND THE BLACK COMMUNITY PLAYED IN PROVIDING SCHOOLING FOR BLACK CHILDREN IN THE SOUTH, 1865-1954 A Dissertation Presented by JOS IE R. JOHNSON Approved as to style and content by: JLl Meyer ^inberg, Chai r pet's 1^1 o f Committee William Kornegay, Member^- ^ G V- C 'y 6 Chester Davis, Member Mario D.
    [Show full text]
  • White Resistance and Desegregation in South Carolina, 1950-1970
    MANAGED COMPLIANCE: WHITE RESISTANCE AND DESEGREGATION IN SOUTH CAROLINA, 1950-1970 By JOHN W. WHITE A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2006 Copyright 2006 by John W. White For Anne ACKNOWLEDGMENTS This dissertation could not have been completed without the assistance of numerous individuals and organizations who have offered me professional and personal support over the last few years. The Addlestone Library at the College of Charleston has been my employer and base of operations during most of the research for this dissertation. During that time David Cohen has provided me a workspace, encouragement, and time for research. Also, Dale Rosengarten, Claire Fund, Bob Neville, and Gene Waddell have given me helpful advice and Michael Phillips and the staff of the library’s interlibrary loan office have been invaluable in assisting me by acquiring microfilm and other resources that were not available at my home institution. I would especially like to thank Marie Ferrara. No one outside of my immediate family has been more supportive, or more patient than Marie. This dissertation could not have been completed without her assistance. I also owe a debt of gratitude to the archivists and librarians at the various institutions cited in this dissertation. Throughout my research I was routinely and pleasantly surprised by the level of helpfulness and professionalism I encountered at Clemson University, the University of South Carolina, and the many other repositories I visited during my investigations. Also, some of the research for this work was partially funded by the Ellison Durant Smith Research Award at the University of South Carolina.
    [Show full text]
  • University of Oklahoma Graduate College
    CORE Metadata, citation and similar papers at core.ac.uk Provided by SHAREOK repository UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE ONTOLOGICAL MISEDUCATION AND ONTOLOGICAL REEDUCATION OF AFRICAN AMERICANS: RACE, RESISTANCE AND TRANSFORMATION A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By BRIAN KEITH CORPENING Norman, Oklahoma 2017 THE ONTOLOGICAL MISEDUCATION AND ONTOLOGICAL REEDUCATION OF AFRICAN AMERICANS: RACE, RESISTANCE AND TRANSFORMATION A DISSERTATION APPROVED FOR THE DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY ______________________________ Dr. Susan Laird, Chair ______________________________ Dr. Mirelsie Velazquez, Co-Chair ______________________________ Dr. Ben Keppel ______________________________ Dr. William Frick ______________________________ Dr. Irving Pressley McPhail © Copyright by BRIAN KEITH CORPENING 2017 All Rights Reserved. This dissertation is dedicated to my mother, Vera E. Corpening and my father, Thomas A. Corpening, Sr. There are no words for what the both of you have meant to me and have done to prepare me for the world, while also serving as an ongoing inspiration. I am and have always been blessed because of the both of you. This is also dedicated to the memories of my aunt, Tommye Reede, and my brother, Thomas A. Corpening, Jr. Acknowledgements There are many I want to acknowledge who have helped me reached this moment. Considering that this has been a twenty-five year journey from when I first started a doctoral program until completing this dissertation, many have been integral in this process. My parents Thomas and Vera Corpening, my son Thomas Corpening, my sister Jacqueline Scott, all my family members and friends who have supported me unconditionally over the years.
    [Show full text]
  • The People of Clarendon County
    New Release—2008! The People of Clarendon County— A Play by Ossie Davis with Photographs and Historical Documents, and Essays on the Education That Can End Racism Edited by Alice Bernstein he People of Clarendon County” is a short play by Ossie Davis—never before published! “T Through the art of drama, he gives life to a pivotal, little known chapter of civil rights history. We meet the Rev. Joseph DeLaine and other courageous African American parents in South Carolina, in their fight in the 1950s against racial inequality in education. They risked their lives to file the first legal challenge to segregation in the public schools—which was later combined with other cases as Brown v. Board of Education. The play was written in celebration of the Supreme Court’s momentous decision outlawing school segregation. It was performed just once, in 1955, for an enthusiastic audience of union brothers and sisters at Local 1199’s Bread and Roses Cultural Project in New York City. The young actors were Ossie Davis, Ruby Dee, and Sidney Poitier. In her Introduction, journalist and Aesthetic Realism Associate Alice Bernstein tells of conver- sations with Ossie Davis in 2004 which led to her discovery of “The People of Clarendon County” and her idea for this book. With Mr. Davis’s encouragement, she gathered documents and photographs by and about these unsung heroes, which make history come alive, and essays by authorities on the education that can end racism: Aesthetic Realism, founded by philosopher and poet, Eli Siegel. Ruby Dee writes: “It moved my husband to think that fifty years later, school children might learn about history by reading or acting in his play.
    [Show full text]
  • J- J* - Sic •V J >I1
    SPECIAL COLLECTIONS LANGSTON HUGHES MEMORIAL LIBRAM LINCOLN UNIVERSITY LINCOLN UNIVERSITY, PA 193.52 iromtheBOCtoof Nj- J* - sic •V J >i1 ? v Gladys Renwick + A CENTURY OF ENDEAVOR IN BEHALF OF AN IDEAL .. 3 ree men in a free wor(d mmk':-s. • :%:t, ^Jhroufyli education >> an d brotherhood Lincoln University, Pennsylvania Published by the Senior Class of Lincoln University . .. MARKS FOREWORD LINCOLN—"1854-1954" Lincoln—"A Century of Heritage and Knowledge" "A century of endeavor in behalf of an ideal marks one hundred years at Lincoln University," clearly illustrates the dynamic challenge that Lincoln faced during the first century of her existence. During the course of those one-hundred trying years Lincoln has striven to promote the qualities of leadership and education through true brotherhood of men. The untiring efforts of Lincoln's faculty arid administration sought repeatedly to prepare the students to take their respective positions in the world. True to form Men of Lincoln set their standards high and progressed continuously to achieve the highest status possible in their respective undertakings. rfSr We who have witnessed the progress of Lincoln within the past four of Lincoln's one-hundred years have seen the many changes made to meet an accelerated society. As we, the class of '54, pass CONTENTS through the portals of our dear Alma Mater for the last time, in respect to our phases of academic work, we can't help taking with us School History Page 7 a deep sense of duty and responsibility to Lincoln. For it was through Administration Page 15 your varied efforts, Lincoln, that we approached the point where we stand ready to cope with any new challenge irrespective of its nature.
    [Show full text]
  • Congressional Record—House H11484
    H11484 CONGRESSIONAL RECORD — HOUSE November 18, 2003 just inquisitive outsider, will find a sport in AWARDING CONGRESSIONAL GOLD deserve a first-rate education, a lesson from which physical courage is admired, family MEDALS POSTHUMOUSLY ON BE- which the Nation has benefited immeas- bonds are treasured, the nation’s flag is hon- HALF OF REVEREND JOSEPH A. urably. ored, and the proper point of balance be- (10) Reverend DeLaine deserves rightful DELAINE, HARRY AND ELIZA tween courteous restraint and necessary ag- recognition for the suffering that he and his gression is constantly debated. I greatly en- BRIGGS, AND LEVI PEARSON IN family endured to teach the Nation one of joyed my day at the races. If NASCAR fans RECOGNITION OF THEIR CON- the great civil rights lessons of the last cen- really do form a voting bloc, I would much TRIBUTIONS TO BROWN V. tury. rather they were on my side than the other. BOARD OF EDUCATION (11) Like the Reverend DeLaine and Harry I am glad to have made the acquaintance of Mrs. BIGGERT. Mr. Speaker, I move and Eliza Briggs, Levi Pearson was an inte- gral participant in the struggle to equalize a thrilling, noisy, colorful, commercial, very to suspend the rules and pass the bill American sport. the educational experiences of white and (H.R. 3287) to award congressional gold black students in South Carolina. Mr. DAVIS of Illinois. Mr. Speaker, I medals posthumously on behalf of Rev- (12) Levi Pearson, with the assistance of yield myself such time as I may con- erend Joseph A. DeLaine, Harry and Reverend Joseph DeLaine, filed a lawsuit sume.
    [Show full text]