NATIONAL HUMANITIES CENTER

IN SEARCH OF THE LONG CIVIL RIGHTS MOVEMENT

A Live, Online Professional Development Workshop

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Richard R. SchrammNational Humanities Center

NATIONAL HUMANITIES CENTER

IN SEARCH OF THE LNG CIVIL RIGHTS MOVEMENT

A Live, Online Professional Development Workshop

RICHARD R. SCHRAMMVICE PRESIDENT for EDUCATION PROGRAMS

NATIONAL HUMANITIES CENTER

PARTICIPANTS

Research Triangle Park, North Carolina

The country’s only independent institute for advanced study

in all branches of the humanities

Independent = Private, non-profitInstitute for Advanced Study = Fellowship program Humanities = History, literature and languages, philosophy, criticism of the arts, etc.

TEACHER PROFESSIONAL DEVELOPMENT

Live, online workshops and seminarsToolbox LibraryTeacherServe®

NATIONAL HUMANITIESCENTER

Toolbox Library

Collections of primary sources—historical documents, literary texts, images, audio material—organized thematically within chronological frames and illuminated by extensive notes and interpretative questions, suitable for classroom instruction and professional development seminars.

A collection of three “instructional guides” consisting of secondary sources, essays written by leading scholars that illuminate important topics in three areas of U.S. history—religion, the environment, and African American culture--and offer advice on how to teach those topics.

YOU WILL RECEIVE FROM US

AN EVALUATION FORM

Check both in-box and junk mail for “Gettysburg Address Evaluation”

Complete and submit online

Extremely important to the National Humanities Center and to our funders

CERTIFICATE OF PARTICIPATION

POWER POINT

HOW TO PARTICIPATE

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Questions?

Framing Questions

Kenneth R. Janken

Professor of African and Afro-American Studies

Director, Office of Experiential Education

University of North Carolina at Chapel Hill

National Humanities Center Fellow2000-01

White: The Biography of Walter White, Mr. NAACP

(2003)Honorable mention in the Outstanding Book Awards from the Gustavus Myers Center for the Study of Bigotry and Human Rights in North America.

Rayford W. Logan and the Dilemma of the African-American Intellectual

(1993)

Does the Negro Need Separate Schools?W.E.B. Du Bois

“Much as I would like this, and hard as I have striven and shall strive to help realize it, I am no fool; and I know that race prejudice in the United States today is such that most Negroes cannot receive proper education in white institutions.…The plain fact faces us, that either he will have separate schools or he will not be educated.”

. . .

“But the futile attempt to compel even by law a group to do what it is determined not to do, is a silly waste of money, time, and temper.”

. . . “The N.A.A.C.P. and other Negro organizations have spent thousands of dollars to prevent the establishment of segregated Negro schools, but scarcely a single cent to see that the division of funds between white and Negro schools, North and South, is carried out with some faint approximation of justice.  There can be no doubt that if the Supreme Court were overwhelmed with cases where the blatant and impudent discrimination against Negro education is openly acknowledged, it would be compelled to hand down decisions which would make this discrimination impossible”

Does the Negro Need Separate Schools?

“Does the Negro need separate schools?  God knows he does.  But what he needs more than separate schools is a firm and unshakable belief that twelve million American Negroes have the inborn capacity to accomplish just as much as any nation of twelve million anywhere in the world ever accomplished, and that this is not because they are Negroes but because they are human.”

. . .

“In history and the social sciences the Negro school and college has an unusual opportunity and role.  It does not consist simply in trying to parallel the history of white folk with similar boasting about black and brown folk, but rather an honest evaluation of human effort and accomplishment, without color blindness, and without transforming history into a record of dynasties and prodigies.”

Student Nonviolent Coordinating Committee STATEMENT OF PURPOSE

1960

Constitution of the Student Nonviolent Coordinating Committee Originally adopted spring 1960, Raleigh, North Carolina

As revised 29 April 1962

W e affirm the philosophical or religious ideal of nonviolence as the foundation of our purpose, the presupposition of our faith, and the manner of our action. Nonviolence as it grows from the Judaeo-Christian tradition seeks a social order of justice permeated by love. Integration of human endeavor represents the crucial first step towards such a society.

Through nonviolence, courage displaces fear; love transforms hate. Acceptance dissipates prejudice; hopes ends despair. Peace dominates war; faith reconciles doubt. Mutual regard cancels enmity. Justice for all overcomes injustice. The redemptive community supersedes systems of gross social immorality.

Love is the central motif of nonviolence. Love is the force by which God binds man to himself and man to man. Such love goes to the extreme; it remains loving and forgiving even in the midst of hostility. It matches the capacity of evil to inflict suffering with an even more enduring capacity to absorb evil, all the while persisting in love.

By appealing to conscience and standing on the moral nature of human existence, nonviolence nurtures the atmosphere in which reconciliation and justice become actualpossibilities.

Bigger Than a HamburgerElla Baker

“The Student Leadership Conference made it crystal clear that current sit-ins and other demonstrations are concerned with something much bigger than a hamburger or even a giant-sized Coke.”

. . .

“This universality of approach was linked with a perceptive recognition that ‘it is important to keep the movement democratic and to avoid struggles for personal leadership.’”

. . .

“This inclination toward group-centered leadership, rather than toward a leader-centered group pattern of organization, was refreshing indeed to those of the older group who bear the scars of the battle, the frustrations and the disillusionment that come when the prophetic leader turns out to have heavy feet of clay.”

AN APPEAL FOR HUMAN RIGHTS

 We, the students of the six affiliated institutions forming the Atlanta University Center —Clark, Morehouse, Morris Brown, and Spelman Colleges, Atlanta University, and the Interdenominational Theological Center — have joined our hearts, minds, and bodies in the cause of gaining those rights which are inherently ours as of the human race and as citizens these United States.

. . .

      … The students who instigate and participate in these sit-down protests are dissatisfied, not only with the existing conditions, but with the snail-like speed at which they are being ameliorated.…

. . .

      We do not intend to wait placidly for those which are already legally and morally ours to be meted out to us at a time. Today's youth will not sit by submissively, while being denied all of the rights, privileges, and joys of life.…

AN APPEAL FOR HUMAN RIGHTS

 Among the inequalities and injustices in Atlanta and in Georgia against which we protest, the following are outstanding examples:

Negroes are denied employment in the majority of city, state, and federal governmental jobs, except in the most menial capacities.

While Negroes constitute 32% of the population of Atlanta, they are forced to live within 16% of the area the city.

      Statistics also show that the bulk of the Negro population is still:

      a. locked into the more undesirable and overcrowded areas of the city;

     b. paying a proportionally higher percentage of income for rental and purchase of generally lower quality property;

  c. blocked by political and direct or indirect restrictions in its efforts to secure better housing.

We have briefly mentioned only a few situations in which we are discriminated against. We have understated rather than overstated the problems. 

THE BALLET OR THE BULLETMALCOLM X

“You and I in America are faced not with a segregationist conspiracy, we’re faced with a government conspiracy. Everyone who’s filibustering is a senator—that’s the government. Everyone who’s finagling in Washington, D.C., is a congressman—that’s the government. You don’t have anybody putting blocks in your path but people who are a part of the government. The same government that you go abroad to fight for and die for is the government that is in a conspiracy to deprive you of your voting rights, deprive you of your economic opportunities, deprive you of decent housing, deprive you of decent education.”

. . .

“[W]e need new friends, we need new allies. We need to expand the civil-rights struggle to a higher level—to the level of human rights. Whenever you are in a civil-rights struggle, whether you know it or not, you are confining yourself to the jurisdiction of Uncle Sam.”

THE BALLOT OR THE BULLETMALCOLM X

“We will work with anybody, anywhere, at any time, who is genuinely interested in tackling the problem head-on, nonviolently as long as the enemy is nonviolent, but violent when the enemy gets violent. We'll work with you on the voter-registration drive, we’ll work with you on rent strikes, we’ll work with you on school boycotts; I don’t believe in any kind of integration;…But we will still work with you on the school boycotts because we're against a segregated school system. A segregated school system produces children who, when they graduate, graduate with crippled minds. But this does not mean that a school is segregated because it’s all black. A segregated school means a school that is controlled by people who have no real interest in it whatsoever.”

. . .

“Last but not least, I must say this concerning the great controversy over rifles and shotguns. The only thing that I’ve ever said is that in areas where the government has proven itself either unwilling or unable to defend the lives and the property of Negroes, it’s time for Negroes to defend themselves.”

Final questions, thoughts, comments?

Please submit your evaluations andwatch for your participation confirmation letters and Power Point

presentations.

Thank You