...Anna Munoz Dr. Jones DISC 1313 December 4, 2015 Music and The Civil Rights Movement of the 1960’s All forms of Black music, from jazz to rock and roll, played an important part in the Civil Rights Movement. The songs were sung for multiple purposes and played a critical role in inspiring, activating, and giving voice to the people involved. The evolution of music during the early 1950’s and 1960’s in the Black freedom struggle reflects the evolution of the Civil Rights Movement itself. The progressive thought of the 1950s nurtured new ideas and cultures including the Civil Rights Movement and the fast spread of rock and roll. One such cultural revival occurred after the end of World War II during a time of change, prosperity and restoration. The “Puritan dicta” outlined by Baldwin represents the American ideology before the Second World War. As the first settlers of this nation, the Puritans set the mold for many common American ideologies. In the Puritan view white represented good and black represented evil, including Africans and their culture. After the war, Baldwin states that the former puritanical views of whites will be challenged. Musicians such as Elvis Presley were the first to issue this challenge to white society. Early rockers like Elvis would pave the way for social commentary in music that would add much fire to the Civil Rights Movement. To fully understand the explosion of popularity of Black music in the years following World War II, one must understand...
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...By 1965, the Civil Rights Movement had achieved many convincing victories: Brown v. Board, integration of public transportation and restaurants, the Civil Rights Act of 1964, and the Voting Rights Act of 1965. Despite their gains, the movement still struggled with the continual racism of the South. No matter how many Supreme Court decisions, the South refused to give in, especially in voter registration. This is not surprising, in that, the real fear for the white community was the control of the ballot box by the black community. Eventually, this would lead to the election of black officials, which appalled most social circles of the South. Therefore, there was considerable resistance to blacks registering to vote throughout Mississippi and Alabama. Ultimately, Martin Luther King would lead the charge for additional voter registration campaigns, and he picked the city of Selma as the battleground. Over the course of several months, the black community, inspired by the SNCC, SCLC, and CORE, registered to vote under extreme intimidation and violence. After the death of a black participant in Selma, the idea of a march from Selma to Montgomery was agreed upon. Ultimately, this march would shock the public to the racist violence that continued to persist in Alabama, but, almost as important, the march created divisions between the black activist groups. This division would be highlighted with the rise of the Black Panther Party in Lowndes County, and the Meredith March in 1966. Although...
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...Andrea Adams @02717441 HIST 0100 Prof. Tolbert April 21, 2017 The Life, Work, and Legacy of Martin Luther King Jr. Martin Luther King Jr. was a civil rights activist from the 1950 to 1968 with a strong religious background. A strong advocator for all minorities, King did all in his power to end barriers of community, poverty, racism and militarism. The principle he focused more on, however, was racism. King defined racism as prejudice, apartheid, ethnic conflict, anti-Semitism, sexism, colonialism, homophobia, ageism, or discrimination against disabled groups and stereotypes (Haskins). Later turning his efforts to poverty, King believed that the United States should have equal rights for all men, women and children. Martin Luther King Jr. had a strong philosophy of non-violent protests, called civil disobedience, to which he gained supporters, changing the jurisdictions of racism and poverty to create the American Dream for all. Martin Luther King Jr. was born on January 15, 1929, to Michael King Sr. and Alberta Williams King. Born as Michael King Jr., King lived in Atlanta, Georgia (How Did Martin). However, in honor of minister and civil-rights activist Martin Luther Baptist, his parents gave him the name Martin. In 1931, King’s father became the lead pastor of the Ebenezer Baptist Church, a very successful minister as his father and grandfather had been. A very intelligent man, King skipped ninth and eleventh grades, graduating from Booker T. Washington...
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...The Civil Rights Movement Sharon L. Jordan HUM410 Contemporary History Instructor: Lila Griffin-Brown October 16, 2011 African Americans’ efforts to stop the segregation of trains and streetcars, the organizations created to contest Jim Crow laws, and segregationists’ attempts to silence the protests all provide rich testimony to the spirit of agitation present even in this bleak time in American history (Kelley, 2010, p.5). The Civil Rights Movement was a struggle by African Americans in the mid-1950s to late 1960s to achieve civil rights equal to those of whites, including equal opportunity in employment, housing, and education, as well as the right to vote, the right of equal access to public facilities, and the right to be free of racial discrimination (Law, 2005). This movement sought to restore to African Americans the rights of citizenship guaranteed by the Fourteenth and Fifteenth Amendments. The words civil rights often raise images of Martin Luther King Jr. delivering his soul-stirring “I Have a Dream” speech before the nation’s capital. "The practical cost of change for the nation up to this point has been cheap," Martin Luther King Jr. conceded “(LITWACK, 2009). Martin Luther King Jr., and other leaders of the movement anticipated, the movement provoked gains not only for African Americans but also for women, persons with disabilities, and many others. Organized efforts by an African American, W.E.B. Du Bois, who exhorted blacks to fight for the rights was...
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...Bibliographic Essay on African American History Introduction In the essay “On the Evolution of Scholarship in Afro- American History” the eminent historian John Hope Franklin declared “Every generation has the opportunity to write its own history, and indeed it is obliged to do so.”1 The social and political revolutions of 1960s have made fulfilling such a responsibility less daunting than ever. Invaluable references, including Darlene Clark Hine, ed. Black Women in America: An Historical Encyclopedia 2nd ed. (New York: Oxford University Press, 2004); Evelyn Brooks Higgingbotham, ed., Harvard Guide to African American History (Cambridge: Harvard University Press, 2001); Arvarh E. Strickland and Robert E. Weems, Jr., eds., The African American Experience: An Historiographical and Bibliographical Guide (Westport: Greenwood Press, 2001); and Randall M. Miller and John David Smith, eds., Dictionary of Afro- American Slavery (Westport: Greenwood Press, 1988), provide informative narratives along with expansive bibliographies. General texts covering major historical events with attention to chronology include John Hope Franklin and Alfred A. Moss, Jr., From Slavery to Freedom: A History of African Americans (Boston: McGraw Hill, 2000), considered a classic; along with Joe William Trotter, Jr., The African American 1  Experience (Boston: Houghton Mifflin, 2001); and, Darlene Clark Hine, William C. Hine, and Stanley Harrold, The...
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...HIS:204 American History 1865-Present Instructor Bruce Carruthers January 13th, 2014 The Troubled Past of U.S. African Americans As we move into the new century, our reliance on the past has never been more apparent to how we should proceed in the future. Our past experiences, in some respects, are still problems in the present. Throughout history, African Americans have struggled with equality. One question that still remains is: How can we (Americans) move forward while incorporating past experiences to overcome this ever pressing issue that has plagued the U.S. for so long? The answers might very well be a combination of understanding our past, while educating and changing the mentality of our nation. In this paper, I will focus on the racial discrimination and segregation the African American population suffered from, and fought to abolish throughout our history to the present day. I will cover events dating back to 1865, such as the “Black Codes”, and the “Colfax Massacre”, leading into events such as the Chicago Race Riots, to more current events that dated around the mid to late 1900’s such as the “Harlem Renaissance”, “The Freedom Flyers”, otherwise known as the Tuskegee Airmen of the 1940’s, and the “Civil Rights Act”. The chain of events that took place that helped shape the society that we live in today, was not always pleasant. Throughout the years from 1865 to 1895, African-Americans that lived in this period went through arguably the most...
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...The Consequences of an oppressive British Imperialist system and its effect on the psyche of the Indian Population Presented by: Renato Abate / #0530456 Presented to: Diane Labross 300-301-LA: Integration Seminar in the Social Sciences Tuesday, November 6th, 2007 The existence of vast imperial strength and its steady maintenance has always been attributed with a tyrannical system of government accompanied by an oppressive method of control over the native population from the days of expansion of the Roman Empire in Europe or the Qing Dynasty in China. The use of excessive force and the application of various methods of segregation which limit revolt have always been viewed as a necessary means to maintain order among enormous populations that inhabit regions all over the globe. The British Empire was able to utilize such methods during its extensive domination of the Indian subcontinent and reap the financial and material benefits from the mid seventeenth century with the founding of the East India Trading Company until the establishment of Indian independence in 1947. However, the use of these methods over many generations brought about the unified will to revolt among the Indian population, provoked by the negative psychological strain which stems from an extensive period of suppression. The discussion relates to the unvarying inability of an occupying nation to install a foreign government that attempts to preserve social stability over native inhabitants through...
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...Cultural Moves AMERICAN CROSSROADS Edited by Earl Lewis, George Lipsitz, Peggy Pascoe, George Sánchez, and Dana Takagi 1. Border Matters: Remapping American Cultural Studies, by José David Saldívar 2. The White Scourge: Mexicans, Blacks, and Poor Whites in Texas Cotton Culture, by Neil Foley 3. Indians in the Making: Ethnic Relations and Indian Identities around Puget Sound, by Alexandra Harmon 4. Aztlán and Viet Nam: Chicano and Chicana Experiences of the War, edited by George Mariscal 5. Immigration and the Political Economy of Home: West Indian Brooklyn and American Indian Minneapolis, by Rachel Buff 6. Epic Encounters: Culture, Media, and U.S. Interests in the Middle East,1945–2000, by Melani McAlister 7. Contagious Divides: Epidemics and Race in San Francisco’s Chinatown, by Nayan Shah 8. Japanese American Celebration and Conflict: A History of Ethnic Identity and Festival, 1934–1990, by Lon Kurashige 9. American Sensations: Class, Empire, and the Production of Popular Culture, by Shelley Streeby 10. Colored White: Transcending the Racial Past, by David R. Roediger 11. Reproducing Empire: Race, Sex, Science, and U.S. Imperialism in Puerto Rico, by Laura Briggs 12. meXicana Encounters: The Making of Social Identities on the Borderlands, by Rosa Linda Fregoso 13. Popular Culture in the Age of White Flight, by Eric Avila 14. Ties That Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom, by Tiya Miles 15. Cultural Moves: African Americans and the Politics of...
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...organizations, and grassroots groups—created a new institutional base for antipoverty and civil rights action and, in the process, highlighted growing racial and ideological tensions in American politics and society. Marked by moments of controversy and consensus, the War on Poverty defined a new era for American liberalism and added new layers to the American welfare state. Legislatively, the first two years were the most active. Between President Lyndon Johnson’s State of the Union address in 1964 and the liberal setbacks suffered in the congressional elections of 1966, the Johnson administration pushed through an unprecedented amount of antipoverty legislation. The Economic Opportunity Act (1964) provided the basis for the Office of Economic Opportunity (OEO), the Job Corps, Volunteers in Service to America (VISTA), Upward Bound, Head Start, Legal Services, the Neighborhood Youth Corps, the Community Action Program (CAP), the college Work-Study program, Neighborhood Development Centers, small business loan programs, rural programs, migrant worker programs, remedial education projects, local health care centers, and others. The antipoverty effort, however, did not stop there. It encompassed a range of Great Society legislation far broader than the Economic Opportunity Act alone. Other important measures with antipoverty functions included an $11 billion tax cut (Revenue Act of 1964), the Civil Rights Act (1964), the Food Stamp Act (1964), the Elementary and Secondary Education Act (1965)...
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...Paradise Lost -John Milton- John Milton (9 December 1608 – 8 November 1674) was an English poet, polemicist, man of letters, and a civil servant for the Commonwealth of England under Oliver Cromwell. He wrote at a time of religious flux and political upheaval, and is best known for his epic poem Paradise Lost (1667), written in blank verse. Milton's poetry and prose reflect deep personal convictions, a passion for freedom and self-determination, and the urgent issues and political turbulence of his day. Writing in English, Latin, Greek, and Italian, he achieved international renown within his lifetime, and his celebrated Areopagitica (1644)—written in condemnation of pre-publication censorship—is among history's most influential and impassioned defenses of free speech and freedom of the press. William Hayley's 1796 biography called him the "greatest English author," and he remains generally regarded "as one of the preeminent writers in the English language," though critical reception has oscillated in the centuries since his death (often on account of his republicanism). Samuel Johnson praised Paradise Lost as "a poem which...with respect to design may claim the first place, and with respect to performance, the second, among the productions of the human mind," though he described Milton's politics as those of an "acrimonious and surly republican". Because of his republicanism, Milton has been the subject of centuries of British partisanship. The phases...
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...University of Phoenix Material Influences on the Constitution Table Write one or two paragraphs in each section. Include citations for your sources. |Documents |Summary |What was its influence on the Constitution? | |Magna Carta |The Magna Carta was a set of laws generated by the barons of |When the thirteen US colonies became independent from Great Britain in 1776, it | | |England and the Archbishop Steven Langton of the Catholic |needed to set a central government to pass laws and enforce the laws. During this | | |Church to limit the powers that King John possessed during the |time many British settlers followed the great Britain law that was put in place by | | |12 century and of any king thereafter. The Magna Carta came |the Magna Carta. In 1789 the United States Constitution was ratified and many of the| | |into law on June 15, 1215 and marked the beginning to a |Magna Carta laws were introduced to the foundation of what is the United States | | |constitutional England where the laws were promised to be good |Constitution. Such laws as that of no man should...
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...TExES I Texas Examinations of Educator Standards Preparation Manual 133 History 8–12 Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certification of Educators in Texas (ExCET) program. The TExES program and the Examination for the Certification of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. PREFACE The State Board for Educator Certification (SBEC) has developed new standards for Texas educators that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students—the Texas Essential Knowledge and Skills (TEKS)—form the basis for new Texas Examinations...
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...------------------------------------------------- I Have a Dream From Wikipedia, the free encyclopedia This article is about the Martin Luther King Jr. speech. For other uses, see I Have a Dream (disambiguation). Martin Luther King, Jr. delivering "I Have a Dream" at the 1963 Washington D.C. Civil Rights March. | "I Have a Dream"30-second sample from "I Have a Dream" speech by Martin Luther King, Jr. | Problems listening to this file? See media help. | "I Have a Dream" is a public speech by American activist Martin Luther King, Jr.. It was delivered by King on August 28, 1963, in which he called for an end to racism in the United States. Delivered to over 250,000 civil rights supporters from the steps of the Lincoln Memorial during the March on Washington for Jobs and Freedom, the speech was a defining moment of the American Civil Rights Movement.[1] Beginning with a reference to the Emancipation Proclamation, which freed millions of slaves in 1863,[2] King examines that: "one hundred years later, the Negro still is not free".[3] At the end of the speech, King departed from his prepared text for a partly improvised peroration on the theme of "I have a dream", possibly prompted by Mahalia Jackson's cry: "Tell them about the dream, Martin!"[4] In this part of the speech, which most excited the listeners and has now become the most famous, King described his dreams of freedom and equality arising from a land of slavery and hatred.[5] The speech was ranked the top American speech...
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...edu/curej/12 CORPORATE-NGO PARTNERSHIPS FOR SUSTAINABLE DEVELOPMENT How corporations and nongovernmental organizations can work together, illustrated with examples from the Fair Trade movement. Corinne Damlamian “Senior Honors Thesis” “Submitted to the Philosophy, Politics, and Economics Program at the University of Pennsylvania in Partial Fulfillment of Requirements for Honors” Thesis Advisor: Professor David Ludden May 2006 ~ Acknowledgements ~ I would like to express my appreciation and thanks to my thesis advisor, Professor Ludden of the History Department for his guidance and advice this semester. Thank you also to Dr. Danielle Warren of the Wharton School Legal Studies Department, for taking the time in her busy end-of-semester schedule to read my paper and give me much appreciated feedback. Finally, I wish to express my gratitude to my friends and family for their encouragement and support. Special thanks to my parents, especially to my mother for being the person who first sparked my interest in sustainable development which has driven me to write this paper. 1 TABLE OF CONTENTS Introduction PART I: Corporate-NGO partnerships in general A- The emerging trend of corporate-NGO partnerships B- Benefits of corporate-NGO partnerships C- Difficulties of partnerships and requirements for successful implementation PART II: Corporate-NGO partnerships in the ethical trade movement A- Lessons drawn from the Body Shop’s Community Trade Program B- Case study...
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...Dariusz Gawin Discourses on Civil Society in Poland Agnes Arndt: Premises and Paradoxes in the Development of the Civil Society Concept in Poland Dariusz Gawin: Civil Society Discourse in Poland in the 1970s and 1980s Discussion Paper Nr. SP IV 2008-402 ISSN 1860-4315 Wissenschaftszentrum Berlin für Sozialforschung gGmbH Social Science Research Center Berlin Reichpietschufer 50, 10785 Berlin Federal Republic of Germany Telefon: +49/30/25491-0 Telefax: +49/30/25491-684 E-Mail: wzb@wz-berlin.de Internet: http://www.wz-berlin.de Agnes Arndt ist Historikerin. Sie ist Promotionsstipendiatin der Gerda Henkel Stiftung am Berliner Kolleg für Vergleichende Geschichte Europas“ an der Freien Universität Berlin sowie Gastwissenschaftlerin der Forschungsgruppe „Zivilgesellschaft, Citizenship und politische Mobilisierung in Europa“. Agnes Arndt is Historian. She is PhD fellow at the “Berlin School for Comparative European History” at the Free University Berlin and associated research fellow of the research group “Civil Society, Citizenship and Political Mobilization in Europe". Dariusz Gawin ist Direktor am Museum des Warschauer Aufstands in Warschau. Dariusz Gawin is director at the Warsaw Rising Museum, Warsaw. Zitierweise: Agnes Arndt and Dariusz Gawin, 2008 Discourses on Civil Society in Poland Discussion Paper SP IV 2008-402 Wissenschaftszentrum Berlin für Sozialforschung (WZB) Agnes Arndt: Premisses and Paradoxes in the Development of the Civil Society Contents: Abstract...
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