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=========================================================================
Date: Sat, 1 Nov 2003 15:39:25 -0500
Reply-To: Teaching the Civil Rights Movement
Sender: Teaching the Civil Rights Movement
From: Charles Payne
Subject: A day late and a dollar short...
Mime-Version: 1.0
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Dear forum members,
This month has been a real pleasure. You've given me a lot to think
about. I'm encouraged by some of the new research that's going on. I
especially appreciate those of you who are teaching this material in K-12
settings since I know a great many systems, caught up in test mania, are
not very supportive of what you're trying to do.
RE THAT SPEECH AND DR. KING
"I do want to add that for me the I Have a Dream speech did and still does
send goosebumps and shivers through my body especially when I hear King
delivering it. Perhaps more than the words were the passionalte delivery
and what seemed to be the deep abiding faith in the ability of people to
change their lives that I believe so affected those who listened to that
speech." Stefanie Beninato, Ph.D.
Well said. All I can say is me, too. That speech still moves and now
that you make me think about, sometimes that's more important than the
kind of political line I was thinking about. As Nishani Frazier
suggested, the problem is less with the speech than with the way it is
being used, often in ways which work against a progressive social
agenda. Another problem I have with it is that it is a part of a tendency
in popular history to present eloquence as a driving force in the movement,
to the detriment of other factors which may have been more important,
including plain, hard work and persistence. I would rather kids understand
what it took to put together a voter registration drive in the early
sixties than that they hear that speech another dozen times.
I can't comment on all the interesting issues Nishani Frazier raised but
let me say I am very much a King sympathizer. In part, I admire him
because he came out of a background that often leads to bourgeois
self-absorption and status-striving and grew into someone who could call us
to our own best values, as someone said in an earlier post. I
particularly admire his taking a stand against the Vietnam war at a time
when his advisors were against his doing so and when he knew speaking out
was going to alienate the liberal establishment. I think it is one of the
great moral stands by a public leader. My favorite speech might be the
Riverside church address on Vietnam. If you haven't read it in a while, I
urge you to look at it , if only to see how applicable it remains:
"I speak as a child of God and a brother to the suffering poor of Vietnam.
... I speak as a citizen of the world, for the world as it stands aghast at
the path we have taken. I speak as one who loves America , to the leaders
of our own nation. The great initiative in this war has been ours, the
initiative to stop it must be ours......The world now demands a maturity of
America that we may not be able to achieve. "
I have students go back and look up the newspaper editorials from the day
after the speech. Liberal and conservative papers both attacked him for
it ('irresponsible'). Another useful exercise with high school students
might be to have them read several of his speeches and then write an essay
on which one they think is best and why. I think someone mentioned
earlier that several of his speeches are available in Joseph Washington's
Testament of Hope (Harper and Row, 1986) See also the King Papers at
Stanford: http://www.stanford.edu/group/King/publications/speechesFrame.htm
GREENWOOD
The little I know about the Greenwood name is on page 133 of I've Got the
Light of Freedom. I believe that there is a still functioning county
historical association in Lefore, which can be contacted through the local
library.
BLACK SEPARTISM
I can't find the post where someone referred to Black separatist
organizations being willing to work with whites but it was a point
well-taken. A phillip Randolph wanted the original March on Washington
movement to be all-black but he was certainly willing to work with
like-minded whites. See also Komozi Woodard's Nation Time for a
discussion of Amiri Baraka's willingness to cooperate with whites, even
some of whom would be wildly considered racist. Actually, I wonder if
much of what gets labelled "separatist" or "Black nationalist" is just
integration but on terms dictated by Blacks.
TEACHING IDEAS AND MATERIALS
I want to end by making a few more suggestions about teaching
materials. (I'm not at my office so this is going to be a little more
ragged than I intended.
Some of you are familiar with the Teaching for Change website
( which has a wealth of relevant materials, including Beyond Heroes and
Holidays, a sourcebook for teachers. They are now in the process of
putting together another collection, Putting the Movement Back into Civil
Rights Teaching, which should be available in December. I have seen a
draft and it is by a wide margin the most comprehensive thing of the sort
that I have seen.
Anyone thinking about doing something about Freedom Summer , may want to
look at Elizabeth Sutherland's Letters from Mississippi and/or Sally
Belfrage's Freedom Summer. Belfrage is one of the movement's great
writers. Pair either one of these with the film "Minds Stayed on Freedom"
and you'd have a unit. You might want to read the relevant chapter in
John Dittmer's Local People for background. It's such a great book
anyway. While I'm thinking about Mississippi, I taught Mrylie Evers's
For Us the Living, for the first time this year and got a very good
response. It should work well with younger students.
I think it's very important for educators to know Radical
Equations by Robert Moses and Charles Cobb , partly because it frames
education as a civil rights issue, the movement focus for our times. It
is also one of the best examples of what it means to think about the
movement from a bottom-up perspective.
Folks who are looking for general text on African American
history, should look at Darlene Clark Hine's African American Odyssey,
(Prentice Hall). It's written for high school students and there is a
good collection of primary source documents online (which don't require
that you buy the book.)
Suppose you were driving through Virginia and instead of
billboards advertising " Come Visit the James River Plantations" you saw
"Come Visit the James River Slave Labor Camps." One of the best teaching
essays I've come across recently is one by Peter Wood where he uses that
example to begin a discussion about how we use language to buffer ourselves
against the uncomfortable aspects of the past, an issue which is embedded
in some of the conversations we have had. It is reprinted in Time Longer
Than Rope. Those of you interested in the movement chronology questions
will also be interested in an article in that volume by Paul Ortiz
describing a post -WWI movement for voter registration in Florida and one
by Nan Woodruff describing the consequences of an attempt to organize
sharecroppers in Arkansas at the same time.
There were several references to the need to integrate study of
the civil rights movement with the studies of the Black Power
moevement. I don't have an exact reference but a year or two ago Peniel
Joseph published a wonderful overview of recent literature on Black Power
in Black Scholar.
Below you will see the main menu for a webpage some of my students
should have up and running by the end of November (although I've said that
before). We're hoping to make this a comprehensive resource for
teachers. We will be working on it all year, so check it from time to
time. If no one objects, I would like to add a page summarizing the
teaching ideas from this conversation. I do workshops for teachers here
in Durham and eventually all the material I use will be posted to this page.
Well, again, it has been a pleasure and good luck to all
In Struggle,
CP
www.edliberation.org
September 1, 2003 draft
Education for Liberation Web Project: Resources for Educators and Youth Workers
Website Outline
I. Organizations and Meetings
A. Organizations
B. Meetings, Conferences, Groundings
I. ITeaching African American History
A. Featured Books
B. General Resources
C. Black Life Before the 20th Century
D. White Supremacy and Jim Crow
E. Arts and Artists
F. African American Labor History
G. Bibliographies, Syllabi, and other Course Documents
H. Research Centers and Archives
III. Teaching the African American Freedom Struggle
A. Featured Books
B. Articles
C. Organizations
D. Special Topics
Ella Baker
Teaching Dr. King
Brown V. Board
Malcolm
Black Radicalism
E. Bibliographies, Syllabi, and other Course Documents
F. Audiovisual Resources
IV. After School Programs, Tutoring Programs, and K-12 Teacher Resources
A. Resources
B. Organizations and Programs
C. Articles
V. Freedom Schools, Charter Schools, Rites of Passage Programs, and
Mentoring Programs
A. Resources
B. Articles
C. Organizations and Programs
VI. Arts Education
A. Bibliography
B. Articles and Reports
C. Organizations
VII. Teaching Women's History
A. General Resources
B. Organizations
VIII. Teaching Critical Consciousness
A. General Resources
B. Articles
C. Organizations
IX. Research On Urban Schools/Education Reform
A. Research Centers and Webpages
B. High Stakes Testing and No Child Left Behind
X . Latino/a History and Culture
XI. African Centered Education
XII. Funding Sources
A. Program/School Funding
B. Research funding.
C. Scholarships
XIII. General Reseources
African and African American Studies Program
Box 90252
The John Hope Franklin Center
2204 Erwin Road
Duke University
Durham, NC 27708
919-684-2830; fax- 684-2832
This forum is sponsored by History Matters--please visit our Web site at http://historymatters.gmu.edu for more resources for teaching U.S. History.
--=====================_174880925==_.ALT
Content-Type: text/html; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
X-MIME-Autoconverted: from 8bit to quoted-printable by eddings.acpub.duke.edu id hA1KdRlf002958
Dear forum members,
This month has been a real pleasure. You=92ve given me a lot =
to
think about. I=92m encouraged by some of the new research that=92s
going on. I especially appreciate those of you who are
teaching this material in K-12 settings since I know a great many
systems, caught up in test mania, are not very supportive of what
you=92re trying to do.
RE THAT SPEECH AND DR. KING
=93I do want to add that for me the I Have a Dream speech did and stil=
l
does send goosebumps and shivers through my body especially when I hear
King delivering it. Perhaps more than the words were the
passionalte delivery and what seemed to be the deep abiding faith in the
ability of people to change their lives that I believe so affected those
who listened to that speech.=94 Stefanie Beninato,=20
Ph.D.
Well said. All I can say is me, too. That speech still
moves and now that you make me think about, sometimes that=92=
s
more important than the kind of political line I was thinking
about. As Nishani Frazier suggested, the problem is less with
the speech than with the way it is being used, often in ways which
work against a progressive social agenda. Another problem I
have with it is that it is a part of a tendency in popular history to
present eloquence as a driving force in the movement, to the detriment of
other factors which may have been more important, including plain, hard
work and persistence. I would rather kids understand what it took
to put together a voter registration drive in the early sixties than that
they hear that speech another dozen times.
I can=92t comment on all the interesting issues Nishani Frazier raised bu=
t
let me say I am very much a King sympathizer. In part,
I admire him because he came out of a background that often leads to
bourgeois self-absorption and status-striving and grew into someone who
could call us to our own best values, as someone said in an earlier
post. I particularly admire his taking a stand against the
Vietnam war at a time when his advisors were against his doing so and
when he knew speaking out was going to alienate the liberal
establishment. I think it is one of the great moral stands by
a public leader. My favorite speech might be the
Riverside church address on Vietnam. If you haven=92t read it
in a while, I urge you to look at it , if only to see how applicable it
remains:
=93I speak as a child of God and a brother to the suffering poor of
Vietnam. ... I speak as a citizen of the world, for the world as it
stands aghast at the path we have taken. I speak as one who
loves America , to the leaders of our own nation. The
great initiative in this war has been ours, the initiative to stop it
must be ours......The world now demands a maturity of America that we may
not be able to achieve. =93
I have students go back and look up the newspaper editorials from the day
after the speech. Liberal and conservative papers both
attacked him for it (=91irresponsible=92). Another =
;
useful exercise with high school students might be to have them
read several of his speeches and then write an essay on which one they
think is best and why. I think someone mentioned earlier that
several of his speeches are available in Joseph Washington=92s Testame=
nt
of Hope (Harper and Row, 1986) See also the King Papers
at Stanford:
http://www.stanford.edu/group/King/publications/s=
peechesFrame.htm
GREENWOOD
The little I know about the Greenwood name is on page 133 of I=92ve Go=
t
the Light of Freedom. I believe that there is a still
functioning county historical association in Lefore, which can be
contacted through the local library.
BLACK SEPARTISM
I can=92t find the post where someone referred to Black separatist
organizations being willing to work with whites but it was a point
well-taken. A phillip Randolph wanted the original March on
Washington movement to be all-black but he was certainly willing to work
with like-minded whites. See also Komozi Woodard=92s
Nation Time for a discussion of Amiri Baraka=92s willingness to
cooperate with whites, even some of whom would be wildly considered
racist. Actually, I wonder if much of what gets labelled
=93separatist=94 or =93Black nationalist=94 is just integration but on te=
rms
dictated by Blacks.
TEACHING IDEAS AND MATERIALS
I want to
end by making a few more suggestions about teaching
materials. (I=92m not at my office so this is going to =
be
a little more ragged than I intended.
Some of
you are familiar with the Teaching for Change website ( which has a
wealth of relevant materials, including Beyond Heroes and
Holidays, a sourcebook for teachers. They are now
in the process of putting together another collection, Putting the
Movement Back into Civil Rights Teaching, which should be available
in December. I have seen a draft and it is by a wide
margin the most comprehensive thing of the sort that I have seen.
Anyone thinking about doing something about Freedom Summer , may
want to look at Elizabeth Sutherland=92s Letters from Mississippi
and/or Sally Belfrage=92s Freedom Summer. Belfrage is
one of the movement=92s great writers. Pair either one of the=
se
with the film =93Minds Stayed on Freedom=94 and you=92d have a
unit. You might want to read the relevant chapter in John
Dittmer=92s Local People for background. It=92s such a
great book anyway. While I=92m thinking about
Mississippi, I taught Mrylie Evers=92s For Us the Living, for the
first time this year and got a very good response. It should
work well with younger students.
I think
it=92s very important for educators to know Radical Equations by
Robert Moses and Charles Cobb , partly because it frames education as a
civil rights issue, the movement focus for our times. It is
also one of the best examples of what it means to think about the
movement from a bottom-up perspective.
Folks who
are looking for general text on African American history, should look at
Darlene Clark Hine=92s African American Odyssey, (Prentice
Hall). It=92s written for high school students and there is a
good collection of primary source documents online (which don=92t require
that you buy the book.)
Suppose
you were driving through Virginia and instead of billboards advertising =93
Come Visit the James River Plantations=94 you saw =93Come Visit the James
River Slave Labor Camps.=94 One of the best teaching essays I=92ve =
come
across recently is one by Peter Wood where he uses that example to begin
a discussion about how we use language to buffer ourselves against the
uncomfortable aspects of the past, an issue which is embedded in some of
the conversations we have had. It is reprinted in Time Longer
Than Rope. Those of you interested in the movement
chronology questions will also be interested in an article in that volume
by Paul Ortiz describing a post -WWI movement for voter registration in
Florida and one by Nan Woodruff describing the consequences of an attempt
to organize sharecroppers in Arkansas at the same time.
There were
several references to the need to integrate study of the civil rights
movement with the studies of the Black Power moevement. I
don=92t have an exact reference but a year or two ago Peniel Joseph
published a wonderful overview of recent literature on Black Power in
Black Scholar.
Below you
will see the main menu for a webpage some of my students should have up
and running by the end of November (although I=92ve said that
before). We=92re hoping to make this a comprehensive resource
for teachers. We will be working on it all year, so check it from
time to time. If no one objects, I would like to add a page
summarizing the teaching ideas from this conversation. I do
workshops for teachers here in Durham and eventually all the material I
use will be posted to this page.
Well, again, it has been a pleasure and good luck to all
In Struggle,
CP
www.edliberation=
.org
September 1, 2003 draft
Education for Liberation Web Project: Resources for Educators and Youth
Workers
Website Outline
I. Organizations and Meetings
A.
Organizations
B.
Meetings, Conferences, Groundings
I. &=
nbsp; =
; ITeaching
African American History
- A. Featured Books
- B. General Resources
- C. Black Life Before the
20th Century
- D. White Supremacy and Jim Crow
- E. Arts and Artists
- F. African American Labor History
- G. Bibliographies, Syllabi, and other Course
Documents
H.
Research Centers and
Archives
III.&n=
bsp;
Teaching the African American Freedom Struggle
- A.
Featured Books
B. Articles
C.&=
nbsp; Organizations
D.&=
nbsp; Special
Topics
&nb=
sp; Ella
Baker
&nb=
sp; Teaching
Dr. King
Brown
V. Board
Malcolm
Black
Radicalism
E. Bibliographies, Syllabi, and other Course
Documents
F. Audiovisual Resources
IV. After School Programs, Tutoring Programs, and K-12
Teacher Resources
=
A.
Resources
B.&=
nbsp; Organizations and Programs
=
C. &n=
bsp; Articles
V. Freedom Schools, Charter Schools, Rites of Pas=
sage Programs, and Mentoring Programs
A.&=
nbsp; Resources
B.&=
nbsp; Articles
C.&=
nbsp; Organizations and Programs
=
VI. Arts Education
- A.
Bibliography
B. Articles and Reports
C.&=
nbsp; Organizations
VII. Teaching Women=92s History
- A.
General Resource=
s
B.&=
nbsp; Organizations
VIII. Teaching Critical Consciousness
- A.
General Resource=
s
B.&=
nbsp; Articles
C.&=
nbsp; Organizations
IX. Research On Urban Schools/Education Reform=
- A. Research Centers and Webpages
&nbs=
p;
B. &n=
bsp; High Stakes Testing and No Child Left Behind
X . Latino/a History and Culture
XI. African Centered Education
XII. Funding Sources
A. Program=
/School Funding
B. R=
esearch funding.
C. S=
cholarships
XIII. General Reseources
Box 90252
The John Hope Franklin Center
2204 Erwin Road
Duke University
Durham, NC 27708
919-684-2830; fax- 684-2832
This forum is sponsored by History Matters--please visit our Web site at http://historymatters.gmu.edu for more resources for teaching U.S. History.
--=====================_174880925==_.ALT--
=========================================================================
Date: Sun, 2 Nov 2003 16:16:02 -0500
Reply-To: Teaching the Civil Rights Movement
Sender: Teaching the Civil Rights Movement
From: Kimberly C Ellis
Subject: Re: A day late and a dollar short...
Comments: To: Charles Payne
In-Reply-To: <5.1.0.14.2.20031101153827.0274ee08@mail-cm.acpub.duke.edu>
MIME-version: 1.0
Content-type: text/plain; charset=iso-8859-1; format=flowed
Content-disposition: inline
Content-transfer-encoding: quoted-printable
Thank you so much, Charles and the entire forum. I'm not even teaching a=20
course on the Civil Rights Movement at present, however, I do have sections =
in other classes and I feel enriched by the *liberatory* emphasis of our=20
discussions and moving beyond the exceptionally mundane presentation of=20
civil rights in mainstream America.
I also appreciate no longer feeling "alone" in my work on the earlier=20
aspects/movements/waves of the civil rights movement. With so many lawsuits =
and varied ways in which Africana peoples have resisted oppression here, I=20
found it incredibly frustrating to begin with what I can now call "the=20
Montgomery model."
Thanks again for the Greenwood reference. You have helped me (even a little =
bit) beyond measure.
Let's keep on teaching and keep on liberating,
Kimberly C. Ellis
--On Saturday, November 01, 2003 3:39 PM -0500 Charles Payne=20
wrote:r
>
>
> Dear forum members,
>
>
> This month has been a real pleasure. You=92ve given me a lot to think
> about. I=92m encouraged by some of the new research that=92s going on. =
I
> especially appreciate those of you who are teaching this material in K-12
> settings since I know a great many systems, caught up in test mania, are
> not very supportive of what you=92re trying to do.
>
>
> RE THAT SPEECH AND DR. KING
>
> =93I do want to add that for me the I Have a Dream speech did and still
> does send goosebumps and shivers through my body especially when I hear
> King delivering it. Perhaps more than the words were the passionalte
> delivery and what seemed to be the deep abiding faith in the ability of
> people to change their lives that I believe so affected those who
> listened to that speech.=94 Stefanie Beninato, Ph.D.
>
>
> Well said. All I can say is me, too. That speech still moves and now
> that you make me think about, sometimes that=92s more important than the
> kind of political line I was thinking about. As Nishani Frazier
> suggested, the problem is less with the speech than with the way it is
> being used, often in ways which work against a progressive social
> agenda. Another problem I have with it is that it is a part of a
> tendency in popular history to present eloquence as a driving force in
> the movement, to the detriment of other factors which may have been more
> important, including plain, hard work and persistence. I would rather
> kids understand what it took to put together a voter registration drive
> in the early sixties than that they hear that speech another dozen times.
>
> I can=92t comment on all the interesting issues Nishani Frazier raised =
but
> let me say I am very much a King sympathizer. In part, I admire him
> because he came out of a background that often leads to bourgeois
> self-absorption and status-striving and grew into someone who could call
> us to our own best values, as someone said in an earlier post. I
> particularly admire his taking a stand against the Vietnam war at a time
> when his advisors were against his doing so and when he knew speaking out
> was going to alienate the liberal establishment. I think it is one of
> the great moral stands by a public leader. My favorite speech might
> be the Riverside church address on Vietnam. If you haven=92t read it in =
a
> while, I urge you to look at it , if only to see how applicable it
> remains:
>
> =93I speak as a child of God and a brother to the suffering poor of
> Vietnam. ... I speak as a citizen of the world, for the world as it
> stands aghast at the path we have taken. I speak as one who loves
> America , to the leaders of our own nation. The great initiative in
> this war has been ours, the initiative to stop it must be ours......The
> world now demands a maturity of America that we may not be able to
> achieve. =93
>
> I have students go back and look up the newspaper editorials from the day
> after the speech. Liberal and conservative papers both attacked him for
> it (=91irresponsible=92). Another useful exercise with high school
> students might be to have them read several of his speeches and then
> write an essay on which one they think is best and why. I think someone
> mentioned earlier that several of his speeches are available in Joseph
> Washington=92s Testament of Hope (Harper and Row, 1986) See also the =
King
> Papers at Stanford:
> http://www.stanford.edu/group/King/publications/speechesFrame.htm
>
>
>
>
> GREENWOOD
> The little I know about the Greenwood name is on page 133 of I=92ve Got =
the
> Light of Freedom. I believe that there is a still functioning county
> historical association in Lefore, which can be contacted through the
> local library.
>
> BLACK SEPARTISM
> I can=92t find the post where someone referred to Black separatist
> organizations being willing to work with whites but it was a point
> well-taken. A phillip Randolph wanted the original March on Washington
> movement to be all-black but he was certainly willing to work with
> like-minded whites. See also Komozi Woodard=92s Nation Time for a
> discussion of Amiri Baraka=92s willingness to cooperate with whites, even
> some of whom would be wildly considered racist. Actually, I wonder if
> much of what gets labelled =93separatist=94 or =93Black nationalist=94 is =
just
> integration but on terms dictated by Blacks.
>
>
>
> TEACHING IDEAS AND MATERIALS
>
> I want to end by making a few more suggestions about teaching
> materials. (I=92m not at my office so this is going to be a little =
more
> ragged than I intended.
>
>
> Some of you are familiar with the Teaching for Change website (
> which has a wealth of relevant materials, including Beyond Heroes and
> Holidays, a sourcebook for teachers. They are now in the process of
> putting together another collection, Putting the Movement Back into Civil
> Rights Teaching, which should be available in December. I have seen a
> draft and it is by a wide margin the most comprehensive thing of the sort
> that I have seen.
>
>
> Anyone thinking about doing something about Freedom Summer , may want to
> look at Elizabeth Sutherland=92s Letters from Mississippi and/or Sally
> Belfrage=92s Freedom Summer. Belfrage is one of the movement=92s great
> writers. Pair either one of these with the film =93Minds Stayed on
> Freedom=94 and you=92d have a unit. You might want to read the relevant
> chapter in John Dittmer=92s Local People for background. It=92s such a
> great book anyway. While I=92m thinking about Mississippi, I taught
> Mrylie Evers=92s For Us the Living, for the first time this year and got =
a
> very good response. It should work well with younger students.
>
>
> I think it=92s very important for educators to know Radical
> Equations by Robert Moses and Charles Cobb , partly because it frames
> education as a civil rights issue, the movement focus for our times. It
> is also one of the best examples of what it means to think about the
> movement from a bottom-up perspective.
>
> Folks who are looking for general text on African American
> history, should look at Darlene Clark Hine=92s African American Odyssey,
> (Prentice Hall). It=92s written for high school students and there is a
> good collection of primary source documents online (which don=92t require
> that you buy the book.)
>
> Suppose you were driving through Virginia and instead of
> billboards advertising =93 Come Visit the James River Plantations=94 you =
saw
> =93Come Visit the James River Slave Labor Camps.=94 One of the best =
teaching
> essays I=92ve come across recently is one by Peter Wood where he uses =
that
> example to begin a discussion about how we use language to buffer
> ourselves against the uncomfortable aspects of the past, an issue which
> is embedded in some of the conversations we have had. It is reprinted in
> Time Longer Than Rope. Those of you interested in the movement
> chronology questions will also be interested in an article in that volume
> by Paul Ortiz describing a post -WWI movement for voter registration in
> Florida and one by Nan Woodruff describing the consequences of an attempt
> to organize sharecroppers in Arkansas at the same time.
>
> There were several references to the need to integrate study of
> the civil rights movement with the studies of the Black Power moevement.
> I don=92t have an exact reference but a year or two ago Peniel Joseph
> published a wonderful overview of recent literature on Black Power in
> Black Scholar.
>
> Below you will see the main menu for a webpage some of my
> students should have up and running by the end of November (although =
I=92ve
> said that before). We=92re hoping to make this a comprehensive resource
> for teachers. We will be working on it all year, so check it from time
> to time. If no one objects, I would like to add a page summarizing the
> teaching ideas from this conversation. I do workshops for teachers here
> in Durham and eventually all the material I use will be posted to this
> page.
>
> Well, again, it has been a pleasure and good luck to all
>
> In Struggle,
> CP
>
>
>
>
>
>
>
>
> www.edliberation.org
> September 1, 2003 draft
>
> Education for Liberation Web Project: Resources for Educators and Youth
> Workers
>
> Website Outline
>
> I. Organizations and Meetings
> A. Organizations
>
> B. Meetings, Conferences, Groundings
>
> I. ITeaching African American History
>
>
> A. Featured Books
>
> B. General Resources
> C. Black Life Before the 20th Century D. White Supremacy and Jim Crow
>
> E. Arts and Artists
>
> F. African American Labor History
>
> G. Bibliographies, Syllabi, and other Course Documents
> H. Research Centers and Archives
>
>
>
> III. Teaching the African American Freedom Struggle
> A. Featured Books
> B. Articles
>
> C. Organizations
>
> D. Special Topics
>
> Ella Baker
>
> Teaching Dr. King
>
>
> Brown V. Board
>
> Malcolm
>
> Black Radicalism
>
> E. Bibliographies, Syllabi, and other Course Documents
>
> F. Audiovisual Resources
>
>
> IV. After School Programs, Tutoring Programs, and K-12 Teacher Resources
>
> A. Resources
>
> B. Organizations and Programs
>
> C. Articles
>
> V. Freedom Schools, Charter Schools, Rites of Passage Programs, and
> Mentoring Programs
>
> A. Resources
>
> B. Articles
>
> C. Organizations and Programs
>
> VI. Arts Education
>
> A. Bibliography
> B. Articles and Reports
>
> C. Organizations
>
>
>
> VII. Teaching Women=92s History
>
> A. General Resources
> B. Organizations
>
>
>
>
> VIII. Teaching Critical Consciousness
> A. General Resources
> B. Articles
>
> C. Organizations
>
>
> IX. Research On Urban Schools/Education Reform
>
> A. Research Centers and Webpages
> B. High Stakes Testing and No Child Left Behind
>
>
>
>
>
> X . Latino/a History and Culture
>
>
> XI. African Centered Education
>
>
> XII. Funding Sources
>
> A. Program/School Funding
>
> B. Research funding.
>
> C. Scholarships
> XIII. General Reseources
>
>
>
>
>
>
> African and African American Studies Program
> Box 90252
> The John Hope Franklin Center
> 2204 Erwin Road
> Duke University
> Durham, NC 27708
> 919-684-2830; fax- 684-2832This forum is sponsored by History
> Matters--please visit our Web site at http://historymatters.gmu.edu for
> more resources for teaching U.S. History.
This forum is sponsored by History Matters--please visit our Web site at http://historymatters.gmu.edu for more resources for teaching U.S. History.
=========================================================================
Date: Mon, 3 Nov 2003 10:30:41 -0500
Reply-To: Teaching the Civil Rights Movement
Sender: Teaching the Civil Rights Movement
From: Joan Browning
Subject: Re: A day late and a dollar short...
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Here the month is concluded and I have failed to "get around to" responding=
to several issues. I second Kimberley Ellis's thanks, and her sense of le=
ss isolation because you are all out there struggling to know what of the f=
reedom movement's past is of value to your students. For your good work, a=
nd for allowing me to eavesdrop on this month's conversations, thank you.
Joan
Joan C. Browning
P. O. Box 436
Ronceverte WV 24970-0436
oma00013@wvnet.edu
http://myweb.wvnet.edu/~oma00013/
--=20
This message has been scanned for viruses and dangerous
content by WVNET, and is believed to be clean.
This forum is sponsored by History Matters--please visit our Web site at http://historymatters.gmu.edu for more resources for teaching U.S. History.
------=_NextPart_000_0033_01C3A1F5.879CDE50
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Here the month is concluded and I have failed to "get around to" respo=
nding=20
to several issues. I second Kimberley Ellis's thanks, and her sense o=
f=20
less isolation because you are all out there struggling to know what of the=
=20
freedom movement's past is of value to your students. For your good w=
ork,=20
and for allowing me to eavesdrop on this month's conversations, thank you.<=
/DIV>
Joan
Joan C. Browning
P. O. Box 436
Ronceverte WV =20
24970-0436
oma00013@wvnet.edu<=
BR>http://myweb.wvnet.edu/~oma00013=
/
--=20
This message has been scanned for viruses and dangerous
content by
WVNET, and is believed to be c=
lean.
This forum is sponsored by History Matters--please visit our Web site at http://historymatters.gmu.edu for more resources for teaching U.S. History.
------=_NextPart_000_0033_01C3A1F5.879CDE50--