=========================================================================
Date:         Wed, 1 Oct 2003 10:42:32 -0400
Reply-To:     Teaching the Civil Rights Movement
              
Sender:       Teaching the Civil Rights Movement
              
From:         Charles Payne 
Subject:      Opening Statement from Charles Payne
MIME-Version: 1.0
Content-Transfer-Encoding: quoted-printable
Content-Type: text/plain; charset=ISO-8859-1

I am very much looking forward to this month=92s discussion. Members of the =
forum should
feel free to raise whatever issues are important to them. Just to get things=
 started, I am going
to suggest some possible topics but these should not be taken as anything mo=
re than
suggestions.

We have a series of teachable moments coming up: the fiftieth anniversary of=
 Brown v. Board,
the fortieth of the signing of the 1964 Civil Rights acts, the fortieth of t=
he Mississippi
Summer Project, which included the assassinations of Mickey Schwerner, James=
 Chaney and
Andrew Goodman. The  year 2005 will be the fortieth anniversary of the Selma=
 march and the
1965 Voting Rights Act.  How should these events be remembered?  How should =
they be
framed for students of various ages? Are some of them overrated?  I suspect =
that some of you
will not be comfortable with focusing on events as a pedagogical strategy an=
d that=92s fine. You
should say that and that will give us our first argument. These are teachabl=
e moments in the
sense that students will be hearing about them outside of class and thus, fo=
r a while, may be
more than normally curious about some of them. Still, by no means should thi=
s preclude
earlier events: Montgomery, the sit-ins, the Freedom Rides and so forth. In =
fact, I=92m curious
about how members of the Forum saw the recent flurry of interest in the Marc=
h on
Washington.

For those not interested in events, there are any number of themes/issues ab=
out which we
might raise similar questions: the radicalization of the movement, redbaitin=
g, nonviolence,
organizing versus mobilizing, nationalism, the international dimensions of t=
he movement,
school desegregation and its consequences, direct action, top-down versus
bottom-up  conceptions of history, interracialism, the role of the Federal g=
overnment,
liberalism, triumphalism. By triumphalism, all I refer to is the tendency, w=
hich used to be
pretty much the standard in US history texts, as presenting the movement as =
=93a great victory
for all Americans.=94  There is no doubt that the movement was a great step =
forward in many
ways but I always assume that events of this magnitude have complicated cons=
equences. We
need a more precise accounting of what went well and what poorly.

I would also be interested in talking about teaching. What works best in you=
r teaching? What
lessons or approaches? Other than =93Eyes on the Prize,=94 are there audiovi=
sual products that
you have been impressed with?  Have you found ways to teach that emphasize t=
he role of
=93ordinary=94 people in making change? Ways of getting students to think mo=
re deeply about
what =93citizenship=94 is or should be? How do you deal with issues of gende=
r in the movement?

What changes have you made in your teaching since you started teaching this =
material? How
do your students react to this material?  Does their race or ethnicity make =
any difference in
their reaction? Does your race or ethnicity make any difference in the way s=
tudents respond
to you?  Are some parts of the history especially ticklish to present? Have =
you had any
reactions from parents?

Lastly, a point about definition. The movement can be understood broadly or =
narrowly.   In
the narrower conceptions, it is refers to something that happened between th=
e mid-fifties
and the mid-sixties, aimed at generating Federal legislation supportive of B=
lack political and
social inclusion. I think of the movement more broadly: as something that
began well before the 1950s and extended long after it, as something that re=
flected a full
range of Black aspiration, including economic inclusion and the desire for s=
elf-assertion and
self-determination, as something that included Black Power as much as it did=
 nonviolence.
People should feel free to raise questions about all of it.

Again, I am looking forward to the conversation.

In struggle,

Charles Payne

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:         Wed, 1 Oct 2003 11:06:07 -0400
Reply-To:     Teaching the Civil Rights Movement
              
Sender:       Teaching the Civil Rights Movement
              
From:         Patrick Jones 
Subject:      Re: Opening Statement from Charles Payne
In-Reply-To:  
Mime-Version: 1.0
Content-Type: text/plain; charset="us-ascii"; format=flowed

Greetings from Allegheny College.  I am a new faculty member here, recently
moved from Madison, Wisconsin, where I completed my PhD with Tim Tyson.  My
dissertation and current book project is on race relations and civil rights
insurgency in Milwaukee from the late-50s through 1970.  As a result, I
would like to suggest one addition to Prof. Payne's intriguing list of
possible avenues for us to take.  My work is aimed at the northern movement
which has been too often ignored or reduced to a couple of simple
tropes:  urban rebellion, violence, the decline of the movement, etc.  From
my own work and the work of others (Komozi Woodard, Jeanne Theoharris,
Martha Biondi and more) it is becoming increasingly clear that there was a
lot more going on in the North than we have traditionally given credit.  I
hope that we might broaden our discussion to also include areas outside the
South!

Thanks and I look forward to this ongoing discussion!

Best,
Patrick Jones


At 10:42 AM 10/1/2003 -0400, you wrote:
>I am very much looking forward to this month's discussion. Members of the
>forum should
>feel free to raise whatever issues are important to them. Just to get
>things started, I am going
>to suggest some possible topics but these should not be taken as anything
>more than
>suggestions.
>
>We have a series of teachable moments coming up: the fiftieth anniversary
>of Brown v. Board,
>the fortieth of the signing of the 1964 Civil Rights acts, the fortieth of
>the Mississippi
>Summer Project, which included the assassinations of Mickey Schwerner,
>James Chaney and
>Andrew Goodman. The  year 2005 will be the fortieth anniversary of the
>Selma march and the
>1965 Voting Rights Act.  How should these events be remembered?  How
>should they be
>framed for students of various ages? Are some of them overrated?  I
>suspect that some of you
>will not be comfortable with focusing on events as a pedagogical strategy
>and that's fine. You
>should say that and that will give us our first argument. These are
>teachable moments in the
>sense that students will be hearing about them outside of class and thus,
>for a while, may be
>more than normally curious about some of them. Still, by no means should
>this preclude
>earlier events: Montgomery, the sit-ins, the Freedom Rides and so forth.
>In fact, I'm curious
>about how members of the Forum saw the recent flurry of interest in the
>March on
>Washington.
>
>For those not interested in events, there are any number of themes/issues
>about which we
>might raise similar questions: the radicalization of the movement,
>redbaiting, nonviolence,
>organizing versus mobilizing, nationalism, the international dimensions of
>the movement,
>school desegregation and its consequences, direct action, top-down versus
>bottom-up  conceptions of history, interracialism, the role of the Federal
>government,
>liberalism, triumphalism. By triumphalism, all I refer to is the tendency,
>which used to be
>pretty much the standard in US history texts, as presenting the movement
>as "a great victory
>for all Americans."  There is no doubt that the movement was a great step
>forward in many
>ways but I always assume that events of this magnitude have complicated
>consequences. We
>need a more precise accounting of what went well and what poorly.
>
>I would also be interested in talking about teaching. What works best in
>your teaching? What
>lessons or approaches? Other than "Eyes on the Prize," are there
>audiovisual products that
>you have been impressed with?  Have you found ways to teach that emphasize
>the role of
>"ordinary" people in making change? Ways of getting students to think more
>deeply about
>what "citizenship" is or should be? How do you deal with issues of gender
>in the movement?
>
>What changes have you made in your teaching since you started teaching
>this material? How
>do your students react to this material?  Does their race or ethnicity
>make any difference in
>their reaction? Does your race or ethnicity make any difference in the way
>students respond
>to you?  Are some parts of the history especially ticklish to present?
>Have you had any
>reactions from parents?
>
>Lastly, a point about definition. The movement can be understood broadly
>or narrowly.   In
>the narrower conceptions, it is refers to something that happened between
>the mid-fifties
>and the mid-sixties, aimed at generating Federal legislation supportive of
>Black political and
>social inclusion. I think of the movement more broadly: as something that
>began well before the 1950s and extended long after it, as something that
>reflected a full
>range of Black aspiration, including economic inclusion and the desire for
>self-assertion and
>self-determination, as something that included Black Power as much as it
>did nonviolence.
>People should feel free to raise questions about all of it.
>
>Again, I am looking forward to the conversation.
>
>In struggle,
>
>Charles Payne
>
>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.

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:         Wed, 1 Oct 2003 09:05:23 -0700
Reply-To:     Teaching the Civil Rights Movement
              
Sender:       Teaching the Civil Rights Movement
              
From:         David Leonard 
Subject:      Re: Opening Statement from Charles Payne

It in the spirit of transcending boundaries . . .  If we intend to
transcend the southern/northern binary, in terms of the south
representing nonviolent direct action/organizing and the North
inhabiting the simplistic tropes of violence/rebellion/nationalist, we
must not erase the West from the historiography.  In addition to the
role of West Coast students during Freedom Summer and the affects of
their participation on the development of Black Studies (Lea Redmond has
a wonderful dissertation in which she connects Freedom Schools to the
development of Black Studies at Berkeley and San Francisco State), the
expansive level of organizing and social agitation that transpired in
Los Angeles, San Francisco, Seattle and Portland requires attention and
discussion as well

Dr. David Leonard
Assistant Professor
Comparative Ethnic Studies
Washington State University
509 335-6854
----- Original Message -----
From: "Patrick Jones" 
To: 
Sent: Wednesday, October 01, 2003 8:06 AM
Subject: Re: Opening Statement from Charles Payne


> Greetings from Allegheny College.  I am a new faculty member here,
recently
> moved from Madison, Wisconsin, where I completed my PhD with Tim
Tyson.  My
> dissertation and current book project is on race relations and civil
rights
> insurgency in Milwaukee from the late-50s through 1970.  As a result,
I
> would like to suggest one addition to Prof. Payne's intriguing list of
> possible avenues for us to take.  My work is aimed at the northern
movement
> which has been too often ignored or reduced to a couple of simple
> tropes:  urban rebellion, violence, the decline of the movement, etc.
From
> my own work and the work of others (Komozi Woodard, Jeanne Theoharris,
> Martha Biondi and more) it is becoming increasingly clear that there
was a
> lot more going on in the North than we have traditionally given
credit.  I
> hope that we might broaden our discussion to also include areas
outside the
> South!
>
> Thanks and I look forward to this ongoing discussion!
>
> Best,
> Patrick Jones
>
>
> At 10:42 AM 10/1/2003 -0400, you wrote:
> >I am very much looking forward to this month's discussion. Members of
the
> >forum should
> >feel free to raise whatever issues are important to them. Just to get
> >things started, I am going
> >to suggest some possible topics but these should not be taken as
anything
> >more than
> >suggestions.
> >
> >We have a series of teachable moments coming up: the fiftieth
anniversary
> >of Brown v. Board,
> >the fortieth of the signing of the 1964 Civil Rights acts, the
fortieth of
> >the Mississippi
> >Summer Project, which included the assassinations of Mickey
Schwerner,
> >James Chaney and
> >Andrew Goodman. The  year 2005 will be the fortieth anniversary of
the
> >Selma march and the
> >1965 Voting Rights Act.  How should these events be remembered?  How
> >should they be
> >framed for students of various ages? Are some of them overrated?  I
> >suspect that some of you
> >will not be comfortable with focusing on events as a pedagogical
strategy
> >and that's fine. You
> >should say that and that will give us our first argument. These are
> >teachable moments in the
> >sense that students will be hearing about them outside of class and
thus,
> >for a while, may be
> >more than normally curious about some of them. Still, by no means
should
> >this preclude
> >earlier events: Montgomery, the sit-ins, the Freedom Rides and so
forth.
> >In fact, I'm curious
> >about how members of the Forum saw the recent flurry of interest in
the
> >March on
> >Washington.
> >
> >For those not interested in events, there are any number of
themes/issues
> >about which we
> >might raise similar questions: the radicalization of the movement,
> >redbaiting, nonviolence,
> >organizing versus mobilizing, nationalism, the international
dimensions of
> >the movement,
> >school desegregation and its consequences, direct action, top-down
versus
> >bottom-up  conceptions of history, interracialism, the role of the
Federal
> >government,
> >liberalism, triumphalism. By triumphalism, all I refer to is the
tendency,
> >which used to be
> >pretty much the standard in US history texts, as presenting the
movement
> >as "a great victory
> >for all Americans."  There is no doubt that the movement was a great
step
> >forward in many
> >ways but I always assume that events of this magnitude have
complicated
> >consequences. We
> >need a more precise accounting of what went well and what poorly.
> >
> >I would also be interested in talking about teaching. What works best
in
> >your teaching? What
> >lessons or approaches? Other than "Eyes on the Prize," are there
> >audiovisual products that
> >you have been impressed with?  Have you found ways to teach that
emphasize
> >the role of
> >"ordinary" people in making change? Ways of getting students to think
more
> >deeply about
> >what "citizenship" is or should be? How do you deal with issues of
gender
> >in the movement?
> >
> >What changes have you made in your teaching since you started
teaching
> >this material? How
> >do your students react to this material?  Does their race or
ethnicity
> >make any difference in
> >their reaction? Does your race or ethnicity make any difference in
the way
> >students respond
> >to you?  Are some parts of the history especially ticklish to
present?
> >Have you had any
> >reactions from parents?
> >
> >Lastly, a point about definition. The movement can be understood
broadly
> >or narrowly.   In
> >the narrower conceptions, it is refers to something that happened
between
> >the mid-fifties
> >and the mid-sixties, aimed at generating Federal legislation
supportive of
> >Black political and
> >social inclusion. I think of the movement more broadly: as something
that
> >began well before the 1950s and extended long after it, as something
that
> >reflected a full
> >range of Black aspiration, including economic inclusion and the
desire for
> >self-assertion and
> >self-determination, as something that included Black Power as much as
it
> >did nonviolence.
> >People should feel free to raise questions about all of it.
> >
> >Again, I am looking forward to the conversation.
> >
> >In struggle,
> >
> >Charles Payne
> >
> >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.
>
> 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.

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:         Wed, 1 Oct 2003 13:33:22 -0400
Reply-To:     Teaching the Civil Rights Movement
              
Sender:       Teaching the Civil Rights Movement
              
From:         Claudia Slate 
Subject:      Civil Rights readings
MIME-Version: 1.0
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              boundary="----=_NextPart_000_01E2_01C38820.9577E720"

This is a multi-part message in MIME format.

------=_NextPart_000_01E2_01C38820.9577E720
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        charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable

This link to UCF is a very helpful one that recommends readings and =
films in connection to Brown v. Board:  =
http://www.undergraduatestudies.ucf.edu/community/home2.html
For a broader context, I have found the movie Freedom Song well worth =
the viewing, and I have also heard that Freedom on my Mind (about Fannie =
Lou Hamer) is very good.
Claudia Slate
Professor of English
Florida Southern College
Lakeland, FL=20


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_01E2_01C38820.9577E720
Content-Type: text/html;
        charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable








This link to UCF is a very =
helpful one that=20
recommends readings and films in connection to Brown v. =
Board:  htt=
p://www.undergraduatestudies.ucf.edu/community/home2.html
F=
or=20
a broader context, I have found the movie Freedom Song well worth the =
viewing,=20
and I have also heard that Freedom on my Mind (about Fannie Lou Hamer) =
is very=20
good.
Claudia Slate
Professor of English
Florida Southern=20
College
Lakeland, FL 

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_01E2_01C38820.9577E720--
=========================================================================
Date:         Wed, 1 Oct 2003 13:43:01 -0400
Reply-To:     Teaching the Civil Rights Movement
              
Sender:       Teaching the Civil Rights Movement
              
From:         AmyRuth.Tobol@ESC.EDU
Subject:      Re: Opening Statement from Charles Payne
MIME-Version: 1.0
Content-type: text/plain; charset=US-ASCII

Greetings - I'm excited about the opportunity to communicate with others
teaching/writing about the civil rights movement.  My own interest is in
thinking/teaching/talking about the civil rights movement in a more
non-linear fashion.   I think of the movement as something without a
definable beginning or end, but with many historic and/or public moments;
as a movement ebbing and flowing in different ways in different parts of
the country and in different segments of the population.  Because of this
complexity, I do sometimes find it hard to give students a real "flavor" of
what the movement was/is all about.  To get to the individual experience, I
use oral histories.  I look for oral histories not of the stars, but of
people who were moved to participate in small and big ways out of their own
sense of self, morality, and/or place.  I would also be very interested in
materials people use.

Lately, I've been thinking about how people are defining a civil rights
movement today.  For example, the AFL-CIO and others have sponsored a
Freedom Ride in support of immigrants rights, workplace rights, etc. which
will culminate in a rally in NYC this Saturday, October 4.  It's being
publicized as the "new" civil rights movement.  Any thoughts on this?

I currently teach sociology & legal studies at Empire State College in NY,
where right now, probably at least half of my students are New York City
police officers.  So teaching about the civil rights movement is
particularly challenging, to say the least!

My academic research involves a civil rights organization that was
incorporated in 1964 and I'm aiming to get an article out for what would
have been it's fortieth anniversary, had it survived.  It is rooted in a
series of oral histories I conducted several years ago.  The organization
was the Law Students Civil Rights Research Council which facilitated law
student involvement in civil rights movements throughout the United States.
I have a particular interest in the participation of the legal community
(lawyers, law students, legal workers) in the civil rights movement through
the sixties, seventies and eighties.

I'm interested to hear what others are doing and thinking about, too!

Amy Ruth Tobol
Assistant Professor
Empire State College
223 Store Hill Rd.
Old Westbury, NY  11568
516-997-4700 x141

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:         Wed, 1 Oct 2003 13:52:38 -0400
Reply-To:     Teaching the Civil Rights Movement
              
Sender:       Teaching the Civil Rights Movement
              
From:         Mike Zaffuts 
Subject:      Music of the Movement
Mime-Version: 1.0
Content-Type: text/plain; format=flowed

Greetings -
   I am currently working on my Masters thesis at SUNY Brockport. The thesis
details the music of the early, nonviolent portion of the Movement. The four
major campaigns I would like to detail are the Sit-ins, Freedom Rides,
Freedom Summer, and Selma Project. My basic take is that the music of this
portion of the Movement reflected the nonviolent mindset of the protesters
and acted as a source of strength and unity for them. In addition, it was a
defining characteristic of that particular group; it set them apart from
society at large. If any forum members can offer evidence that either
supports or refutes the thesis please post a message or send a separate
email to cmzaffuts@hotmail.com. I would also appreciate ANY feedback from
anyone who participated in any of these events, or those who can refer me to
someone who was involved. I look forward to hearing from you all.

Mike Zaffuts (cmzaffuts@hotmail.com)


>From: David Leonard 
>Reply-To: Teaching the Civil Rights Movement
>
>To: CIVILRIGHTS@ASHP.LISTSERV.CUNY.EDU
>Subject: Re: Opening Statement from Charles Payne
>Date: Wed, 1 Oct 2003 09:05:23 -0700
>
>It in the spirit of transcending boundaries . . .  If we intend to
>transcend the southern/northern binary, in terms of the south
>representing nonviolent direct action/organizing and the North
>inhabiting the simplistic tropes of violence/rebellion/nationalist, we
>must not erase the West from the historiography.  In addition to the
>role of West Coast students during Freedom Summer and the affects of
>their participation on the development of Black Studies (Lea Redmond has
>a wonderful dissertation in which she connects Freedom Schools to the
>development of Black Studies at Berkeley and San Francisco State), the
>expansive level of organizing and social agitation that transpired in
>Los Angeles, San Francisco, Seattle and Portland requires attention and
>discussion as well
>
>Dr. David Leonard
>Assistant Professor
>Comparative Ethnic Studies
>Washington State University
>509 335-6854
>----- Original Message -----
>From: "Patrick Jones" 
>To: 
>Sent: Wednesday, October 01, 2003 8:06 AM
>Subject: Re: Opening Statement from Charles Payne
>
>
> > Greetings from Allegheny College.  I am a new faculty member here,
>recently
> > moved from Madison, Wisconsin, where I completed my PhD with Tim
>Tyson.  My
> > dissertation and current book project is on race relations and civil
>rights
> > insurgency in Milwaukee from the late-50s through 1970.  As a result,
>I
> > would like to suggest one addition to Prof. Payne's intriguing list of
> > possible avenues for us to take.  My work is aimed at the northern
>movement
> > which has been too often ignored or reduced to a couple of simple
> > tropes:  urban rebellion, violence, the decline of the movement, etc.
>From
> > my own work and the work of others (Komozi Woodard, Jeanne Theoharris,
> > Martha Biondi and more) it is becoming increasingly clear that there
>was a
> > lot more going on in the North than we have traditionally given
>credit.  I
> > hope that we might broaden our discussion to also include areas
>outside the
> > South!
> >
> > Thanks and I look forward to this ongoing discussion!
> >
> > Best,
> > Patrick Jones
> >
> >
> > At 10:42 AM 10/1/2003 -0400, you wrote:
> > >I am very much looking forward to this month's discussion. Members of
>the
> > >forum should
> > >feel free to raise whatever issues are important to them. Just to get
> > >things started, I am going
> > >to suggest some possible topics but these should not be taken as
>anything
> > >more than
> > >suggestions.
> > >
> > >We have a series of teachable moments coming up: the fiftieth
>anniversary
> > >of Brown v. Board,
> > >the fortieth of the signing of the 1964 Civil Rights acts, the
>fortieth of
> > >the Mississippi
> > >Summer Project, which included the assassinations of Mickey
>Schwerner,
> > >James Chaney and
> > >Andrew Goodman. The  year 2005 will be the fortieth anniversary of
>the
> > >Selma march and the
> > >1965 Voting Rights Act.  How should these events be remembered?  How
> > >should they be
> > >framed for students of various ages? Are some of them overrated?  I
> > >suspect that some of you
> > >will not be comfortable with focusing on events as a pedagogical
>strategy
> > >and that's fine. You
> > >should say that and that will give us our first argument. These are
> > >teachable moments in the
> > >sense that students will be hearing about them outside of class and
>thus,
> > >for a while, may be
> > >more than normally curious about some of them. Still, by no means
>should
> > >this preclude
> > >earlier events: Montgomery, the sit-ins, the Freedom Rides and so
>forth.
> > >In fact, I'm curious
> > >about how members of the Forum saw the recent flurry of interest in
>the
> > >March on
> > >Washington.
> > >
> > >For those not interested in events, there are any number of
>themes/issues
> > >about which we
> > >might raise similar questions: the radicalization of the movement,
> > >redbaiting, nonviolence,
> > >organizing versus mobilizing, nationalism, the international
>dimensions of
> > >the movement,
> > >school desegregation and its consequences, direct action, top-down
>versus
> > >bottom-up  conceptions of history, interracialism, the role of the
>Federal
> > >government,
> > >liberalism, triumphalism. By triumphalism, all I refer to is the
>tendency,
> > >which used to be
> > >pretty much the standard in US history texts, as presenting the
>movement
> > >as "a great victory
> > >for all Americans."  There is no doubt that the movement was a great
>step
> > >forward in many
> > >ways but I always assume that events of this magnitude have
>complicated
> > >consequences. We
> > >need a more precise accounting of what went well and what poorly.
> > >
> > >I would also be interested in talking about teaching. What works best
>in
> > >your teaching? What
> > >lessons or approaches? Other than "Eyes on the Prize," are there
> > >audiovisual products that
> > >you have been impressed with?  Have you found ways to teach that
>emphasize
> > >the role of
> > >"ordinary" people in making change? Ways of getting students to think
>more
> > >deeply about
> > >what "citizenship" is or should be? How do you deal with issues of
>gender
> > >in the movement?
> > >
> > >What changes have you made in your teaching since you started
>teaching
> > >this material? How
> > >do your students react to this material?  Does their race or
>ethnicity
> > >make any difference in
> > >their reaction? Does your race or ethnicity make any difference in
>the way
> > >students respond
> > >to you?  Are some parts of the history especially ticklish to
>present?
> > >Have you had any
> > >reactions from parents?
> > >
> > >Lastly, a point about definition. The movement can be understood
>broadly
> > >or narrowly.   In
> > >the narrower conceptions, it is refers to something that happened
>between
> > >the mid-fifties
> > >and the mid-sixties, aimed at generating Federal legislation
>supportive of
> > >Black political and
> > >social inclusion. I think of the movement more broadly: as something
>that
> > >began well before the 1950s and extended long after it, as something
>that
> > >reflected a full
> > >range of Black aspiration, including economic inclusion and the
>desire for
> > >self-assertion and
> > >self-determination, as something that included Black Power as much as
>it
> > >did nonviolence.
> > >People should feel free to raise questions about all of it.
> > >
> > >Again, I am looking forward to the conversation.
> > >
> > >In struggle,
> > >
> > >Charles Payne
> > >
> > >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.
> >
> > 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.
>
>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.

_________________________________________________________________
High-speed Internet access as low as $29.95/month (depending on the local
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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:         Wed, 1 Oct 2003 10:59:22 -0700
Reply-To:     plece@wou.edu
Sender:       Teaching the Civil Rights Movement
              
From:         Emily Plec 
Subject:      Event & Issue
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Hello. In addition to the germinal events described by Dr. Payne, I would like to add that this is the 35th anniversary of the Olympic demonstration by African American medalists Tommie Smith and John Carlos. Students at San Jose State are commemorating their raised fist protest (more information can be found at http://as.sjsu.edu/legacy/legacy.htm) in the coming year.

I wrote my dissertation and a book (currently under review) on the '68 Olympics in Mexico City. One of my chief concerns is relevant to our discussion of teaching the civil rights movement. I've found that the substantive influence of Black Power tends to be downplayed and the Olympic demonstration linked up with the broader (and more palatable to many Whites and conservatives) Civil Rights Movement. An excellent example of this can be found in HBO's (Black Canyon Productions) "Fists of Freedom" (part of the "Sports in the 20th Century" series). The tendency to polarize the two movements by framing Black Power as violent, isolationist, and incendiary (by any means necessary) and Civil Rights as nonviolent, peaceful, and cooperative troubles me because it glosses so many important points of connection and overlap (in addition to essentializing both movements in problematic ways). I would like to pose issues related to civil rights, Black Power, and historical/cultural memory
to this list if others are interested in taking them up.

Also, I find the PBS film "Skin Deep" (part of the People's Century series) to be a solid introduction to civil rights issues in the United States (it also touches on apartheid in Africa).

Thank you,

Emily Plec, Ph.D.
Department of Speech Communication
Humanities Division
Western Oregon University
345 N. Monmouth Ave.
Monmouth, OR 97361
(503) 838-8819
plece@wou.edu

----- Original Message -----
From: Charles Payne 
Date: Wednesday, October 1, 2003 7:42 am
Subject: Opening Statement from Charles Payne

> I am very much looking forward to this month?s discussion. Members
> of the forum should
> feel free to raise whatever issues are important to them. Just to
> get things started, I am going
> to suggest some possible topics but these should not be taken as
> anything more than
> suggestions.
>
> We have a series of teachable moments coming up: the fiftieth
> anniversary of Brown v. Board,
> the fortieth of the signing of the 1964 Civil Rights acts, the
> fortieth of the Mississippi
> Summer Project, which included the assassinations of Mickey
> Schwerner, James Chaney and
> Andrew Goodman. The  year 2005 will be the fortieth anniversary of
> the Selma march and the
> 1965 Voting Rights Act.  How should these events be remembered?
> How should they be
> framed for students of various ages? Are some of them overrated?
> I suspect that some of you
> will not be comfortable with focusing on events as a pedagogical
> strategy and that?s fine. You
> should say that and that will give us our first argument. These
> are teachable moments in the
> sense that students will be hearing about them outside of class
> and thus, for a while, may be
> more than normally curious about some of them. Still, by no means
> should this preclude
> earlier events: Montgomery, the sit-ins, the Freedom Rides and so
> forth. In fact, I?m curious
> about how members of the Forum saw the recent flurry of interest
> in the March on
> Washington.
>
> For those not interested in events, there are any number of
> themes/issues about which we
> might raise similar questions: the radicalization of the movement,
> redbaiting, nonviolence,
> organizing versus mobilizing, nationalism, the international
> dimensions of the movement,
> school desegregation and its consequences, direct action, top-down
> versusbottom-up  conceptions of history, interracialism, the role
> of the Federal government,
> liberalism, triumphalism. By triumphalism, all I refer to is the
> tendency, which used to be
> pretty much the standard in US history texts, as presenting the
> movement as ?a great victory
> for all Americans.?  There is no doubt that the movement was a
> great step forward in many
> ways but I always assume that events of this magnitude have
> complicated consequences. We
> need a more precise accounting of what went well and what poorly.
>
> I would also be interested in talking about teaching. What works
> best in your teaching? What
> lessons or approaches? Other than ?Eyes on the Prize,? are there
> audiovisual products that
> you have been impressed with?  Have you found ways to teach that
> emphasize the role of
> ?ordinary? people in making change? Ways of getting students to
> think more deeply about
> what ?citizenship? is or should be? How do you deal with issues of
> gender in the movement?
>
> What changes have you made in your teaching since you started
> teaching this material? How
> do your students react to this material?  Does their race or
> ethnicity make any difference in
> their reaction? Does your race or ethnicity make any difference in
> the way students respond
> to you?  Are some parts of the history especially ticklish to
> present? Have you had any
> reactions from parents?
>
> Lastly, a point about definition. The movement can be understood
> broadly or narrowly.   In
> the narrower conceptions, it is refers to something that happened
> between the mid-fifties
> and the mid-sixties, aimed at generating Federal legislation
> supportive of Black political and
> social inclusion. I think of the movement more broadly: as
> something that
> began well before the 1950s and extended long after it, as
> something that reflected a full
> range of Black aspiration, including economic inclusion and the
> desire for self-assertion and
> self-determination, as something that included Black Power as much
> as it did nonviolence.
> People should feel free to raise questions about all of it.
>
> Again, I am looking forward to the conversation.
>
> In struggle,
>
> Charles Payne
>
> 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.
>
>

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:         Wed, 1 Oct 2003 14:56:52 EDT
Reply-To:     Teaching the Civil Rights Movement
              
Sender:       Teaching the Civil Rights Movement
              
From:         Jan Fyffe 
Subject:      Re: Opening Statement from Charles Payne
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AmyRuth:

I too use oral histories to help my high school students identify with the
"unknown" people of the civil rights movement.  I also like to use excerpts from
Coming of Age in Mississippi, a memoir of one of the college participants
wrote at the "conclusion" of the movement.  I found an excellent link online for
oral histories--off the top of my head I don't remember the web address, but I
think it's from one of the Mississippi schools.

I'm trying to find information that illustrates the impact returning WWII
veterans had on the movement.  Does anyone have any resources to share or can
anyone lead me in a direction to search for information?

Thanks!
Jan Fyffe
English Instructor
Fairborn High School
Fairborn, Ohio

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.

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AmyRuth:



I too use oral histories to help my high school students identify with the "=
unknown" people of the civil rights movement.  I also like to use excer=
pts from Coming of Age in Mississippi, a memoir of one of the college=
 participants wrote at the "conclusion" of the movement.  I found an ex=
cellent link online for oral histories--off the top of my head I don't remem=
ber the web address, but I think it's from one of the Mississippi schools.


I'm trying to find information that illustrates the impact returning WWII ve=
terans had on the movement.  Does anyone have any resources to share or=
 can anyone lead me in a direction to search for information?



Thanks!

Jan Fyffe

English Instructor

Fairborn High School

Fairborn, Ohio
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.

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=========================================================================
Date:         Wed, 1 Oct 2003 15:00:13 EDT
Reply-To:     Teaching the Civil Rights Movement
              
Sender:       Teaching the Civil Rights Movement
              
From:         Jan Fyffe 
Subject:      Re: Opening Statement from Charles Payne
MIME-Version: 1.0
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You may want to investigate the role Miami University in Oxford Ohio played
during the movement years.

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.

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You may want to investigate=20=
the role Miami University in Oxford Ohio played during the movement years.
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.

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Date:         Wed, 1 Oct 2003 14:53:59 -0500
Reply-To:     Teaching the Civil Rights Movement
              
Sender:       Teaching the Civil Rights Movement
              
From:         "Roisman, Florence W" 
Subject:      Re: Opening Statement from Charles Payne
MIME-Version: 1.0
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable

I am a law professor who will teach in the Spring a new course, Law and
Social Change, which will focus on  "the" civil rights movement, from
about 1944 to about 1978.  I have two goals for the course.  The easier
one is for students to learn something about what happened during the
CRM.  The other is for students to  consider the many relationships
among law, legal change,  and social change. =20

I teach a fair amount of civil rights material in other courses,
including the required, first year, Property course.  I find that most
students are astoundingly ignorant even about basic facts. =20

I'll be developing the syllabus this semester, and look forward to
getting ideas from this exchange.  I expect to use many of the Eyes on
the Prize videos and the Juan Williams book, as well as Taylor Branch's
Parting the Waters and Adam Fairclough's Better Day Coming.  (I'll be
giving the students edited versions of cases and statutes.) =20

I would like students to understand the very different approaches of the
NAACP Legal Defense Fund, Dr. King and SCLC, SNCC, and CORE, and to
consider the various contributions of art, religion, direct action,
personal courage, lobbying, litigation, and luck.  As Professor Payne
suggests, I hope students will understand the many ways in which the
Movement and the country have not yet succeeded -- with respect to
integrated education and housing, equal employment opportunity, economic
justice, and peace.

=20
Florence Wagman Roisman
Michael McCormick Professor of Law=20
Indiana University School of Law - Indianapolis
530 West New York Street
Indianapolis, Indiana 46202-3225
PHONE: 317 274 4479
FAX: 317 278 3326
EMAIL: froisman@iupui.edu

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:         Wed, 1 Oct 2003 12:58:18 -0700
Reply-To:     Teaching the Civil Rights Movement
              
Sender:       Teaching the Civil Rights Movement
              
From:         "McCaman, Kristin" 
Subject:      W.W.II Veterans
MIME-Version: 1.0
Content-Type: text/plain

I recall that CORE - the Congress of Racial Equality - was founded in the
1950's in Chicago, and I believe many of the founders were W.W.II veterans.
The history of CORE's work in the Midwest can help balance the Civil Rights
movement narrative both geographically and generationally, as CORE's leaders
were much older than the students and young radicals involved in the
movement in the 1960's.

Kristin McCaman

Program Coordinator
History San Jose
Phone: (408) 993-8182 or (408) 918-1047
www.historysanjose.org





> -----Original Message-----
> From: Jan Fyffe [SMTP:jlfyffe@AOL.COM]
> Sent: Wednesday, October 01, 2003 11:57 AM
> To:   CIVILRIGHTS@ASHP.LISTSERV.CUNY.EDU
> Subject:      Re: Opening Statement from Charles Payne
>
> AmyRuth:
>
> I too use oral histories to help my high school students identify with the
> "unknown" people of the civil rights movement.  I also like to use
> excerpts from Coming of Age in Mississippi, a memoir of one of the college
> participants wrote at the "conclusion" of the movement.  I found an
> excellent link online for oral histories--off the top of my head I don't
> remember the web address, but I think it's from one of the Mississippi
> schools.
>
> I'm trying to find information that illustrates the impact returning WWII
> veterans had on the movement.  Does anyone have any resources to share or
> can anyone lead me in a direction to search for information?
>
> Thanks!
> Jan Fyffe
> English Instructor
> Fairborn High School
> Fairborn, Ohio
> 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.  << File: Impressionist .jpg >>

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:         Wed, 1 Oct 2003 15:38:00 -0400
Reply-To:     Teaching the Civil Rights Movement
              
Sender:       Teaching the Civil Rights Movement
              
From:         AmyRuth.Tobol@ESC.EDU
Subject:      Resource Suggestion
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This is directed to Jan Fyffe, but picks up on a resource someone refer=
red
to in an earlier email to this list.  I read Martha Biondi's dissertati=
on
on the civil rights movement in the North (specifically NYC)  and was v=
ery
impressed by her scholarship, and her arguments about the geographic an=
d
historical breadth of the civil rights movement.  As I recall, she also=
 did
address Jan's question about WWII vets response to the movement.  Her
dissertation was published this year by  Harvard University Press:  TO
STAND AND FIGHT: THE STRUGGLE FOR CIVIL RIGHTS IN POSTWAR NEW YORK CITY=

(ISBN:  0674010604).  I haven't read the published version yet, so I do=
n't
know how it would go over with secondary students, but it seems like a =
good
place to start.

Amy Ruth Tobol
Assistant Professor
Empire State College






Jan Fyffe @ASHP.LISTSERV.CUNY.EDU> on 10/01/2003 02:56=
:52
PM

Please respond to Teaching the Civil Rights Movement
       

Sent by:    Teaching the Civil Rights Movement
         AmyRuth.Tobol@esc.edu


To:    CIVILRIGHTS@ASHP.LISTSERV.CUNY.EDU
cc:

Subject:    Re: Opening Statement from Charles Payne


AmyRuth:

I too use oral histories to help my high school students identify with =
the
"unknown" people of the civil rights movement.=A0 I also like to use ex=
cerpts
from Coming of Age in Mississippi, a memoir of one of the college
participants wrote at the "conclusion" of the movement.=A0 I found an
excellent link online for oral histories--off the top of my head I don'=
t
remember the web address, but I think it's from one of the Mississippi
schools.

I'm trying to find information that illustrates the impact returning WW=
II
veterans had on the movement.=A0 Does anyone have any resources to shar=
e or
can anyone lead me in a direction to search for information?

Thanks!
Jan Fyffe
English Instructor
Fairborn High School
Fairborn, Ohio(Embedded image moved to file: pic10602.jpg)
=

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.

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=========================================================================
Date:         Wed, 1 Oct 2003 12:44:04 -0700
Reply-To:     Teaching the Civil Rights Movement
              
Sender:       Teaching the Civil Rights Movement
              
From:         Nishani Frazier 
Subject:      Re: Music of the Movement
In-Reply-To:  
MIME-Version: 1.0
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--0-1417940488-1065037444=:69442
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Hello all,

I am pleased to be a part of this list-serv.  I am a civil rights baby- so anything related to the freedom movement and black power is of interest to me.

I thought that I might direct this message to Mike:

Sing For Freedom: The Story of the Civil Rights Movement Through Its Songs is an old text, but it lists freedom songs by periods of the movement-i.e. sit-ins, freedom rides, etc. and provides a short background history on many of the songs, as well as how they are altered and/or created.  Try also Voices of the Civil Rights Movement: Black American Freedom Songs by Bernice Johnson Reagon.

Bernice Johnson Reagon immediately jumps to mind as someone you must speak with regarding freedom songs.  She joined SNCC and later the SNCC Freedom Singers in the early 1960s. The group sang at demonstrations, jails, etc.  She is currently known for her work with Sweet Honey in the Rock.  I would note that some of her music becomes more "militant" with the rise of Black Power.

This leads me to the current framework for your paper.  I am a little uncomfortable with simply labeling these songs as representative of just a non-violent ideology.  I think, perhaps, you are better off maybe speaking of this music as a convergence of faith based music and blues with a Christian theology and a belief in non-violent tactics.

I am not sure if you are arguing that the music set them apart from Northern movements or from the Black Power movement.  I would note, however, that Elaine Brown, a former Black Panther, noted in her autobiography that the Black Panther newspaper sold her album of "revolutionary" songs.  As I noted above, Bernice Johnson Reagon also had an album characterized by this period.  An addition to this list is "Mississippi Goddamn" (Nina Simone)- which breaks from the faith music to express the emerging frustrations of demonstrators/marchers.  Also illustrated in the Eyes on the Prize Series, are chants by Panther members to "free Huey".  Though maybe not songs, the rhythmic nature of the chant lends itself to a musical style.   And finally, there are a few "northern" freedom songs floating about, which the above two books can assist you in finding.

Good luck on your research.  It sounds really interesting (no pun intended).


Nishani Frazier, Associate Curator
African American Archives
Western Reserve Historical Society





Mike Zaffuts  wrote:
Greetings -
I am currently working on my Masters thesis at SUNY Brockport. The thesis
details the music of the early, nonviolent portion of the Movement. The four
major campaigns I would like to detail are the Sit-ins, Freedom Rides,
Freedom Summer, and Selma Project. My basic take is that the music of this
portion of the Movement reflected the nonviolent mindset of the protesters
and acted as a source of strength and unity for them. In addition, it was a
defining characteristic of that particular group; it set them apart from
society at large. If any forum members can offer evidence that either
supports or refutes the thesis please post a message or send a separate
email to cmzaffuts@hotmail.com. I would also appreciate ANY feedback from
anyone who participated in any of these events, or those who can refer me to
someone who was involved. I look forward to hearing from you all.

Mike Zaffuts (cmzaffuts@hotmail.com)


>From: David Leonard
>Reply-To: Teaching the Civil Rights Movement
>
>To: CIVILRIGHTS@ASHP.LISTSERV.CUNY.EDU
>Subject: Re: Opening Statement from Charles Payne
>Date: Wed, 1 Oct 2003 09:05:23 -0700
>
>It in the spirit of transcending boundaries . . . If we intend to
>transcend the southern/northern binary, in terms of the south
>representing nonviolent direct action/organizing and the North
>inhabiting the simplistic tropes of violence/rebellion/nationalist, we
>must not erase the West from the historiography. In addition to the
>role of West Coast students during Freedom Summer and the affects of
>their participation on the development of Black Studies (Lea Redmond has
>a wonderful dissertation in which she connects Freedom Schools to the
>development of Black Studies at Berkeley and San Francisco State), the
>expansive level of organizing and social agitation that transpired in
>Los Angeles, San Francisco, Seattle and Portland requires attention and
>discussion as well
>
>Dr. David Leonard
>Assistant Professor
>Comparative Ethnic Studies
>Washington State University
>509 335-6854
>----- Original Message -----
>From: "Patrick Jones"

>To:
>Sent: Wednesday, October 01, 2003 8:06 AM
>Subject: Re: Opening Statement from Charles Payne
>
>
> > Greetings from Allegheny College. I am a new faculty member here,
>recently
> > moved from Madison, Wisconsin, where I completed my PhD with Tim
>Tyson. My
> > dissertation and current book project is on race relations and civil
>rights
> > insurgency in Milwaukee from the late-50s through 1970. As a result,
>I
> > would like to suggest one addition to Prof. Payne's intriguing list of
> > possible avenues for us to take. My work is aimed at the northern
>movement
> > which has been too often ignored or reduced to a couple of simple
> > tropes: urban rebellion, violence, the decline of the movement, etc.
>From
> > my own work and the work of others (Komozi Woodard, Jeanne Theoharris,
> > Martha Biondi and more) it is becoming increasingly clear that there
>was a
> > lot more going on in the North than we have traditionally given
>credit. I
> > hope that we might broaden our discussion to also include areas
>outside the
> > South!
> >
> > Thanks and I look forward to this ongoing discussion!
> >
> > Best,
> > Patrick Jones
> >
> >
> > At 10:42 AM 10/1/2003 -0400, you wrote:
> > >I am very much looking forward to this month's discussion. Members of
>the
> > >forum should
> > >feel free to raise whatever issues are important to them. Just to get
> > >things started, I am going
> > >to suggest some possible topics but these should not be taken as
>anything
> > >more than
> > >suggestions.
> > >
> > >We have a series of teachable moments coming up: the fiftieth
>anniversary
> > >of Brown v. Board,
> > >the fortieth of the signing of the 1964 Civil Rights acts, the
>fortieth of
> > >the Mississippi
> > >Summer Project, which included the assassinations of Mickey
>Schwerner,
> > >James Chaney and
> > >Andrew Goodman. The year 2005 will be the fortieth anniversary of
>the
> > >Selma march and the
> > >1965 Voting Rights Act. How should these events be remembered? How
> > >should they be
> > >framed for students of various ages? Are some of them overrated? I
> > >suspect that some of you
> > >will not be comfortable with focusing on events as a pedagogical
>strategy
> > >and that's fine. You
> > >should say that and that will give us our first argument. These are
> > >teachable moments in the
> > >sense that students will be hearing about them outside of class and
>thus,
> > >for a while, may be
> > >more than normally curious about some of them. Still, by no means
>should
> > >this preclude
> > >earlier events: Montgomery, the sit-ins, the Freedom Rides and so
>forth.
> > >In fact, I'm curious
> > >about how members of the Forum saw the recent flurry of interest in
>the
> > >March on
> > >Washington.
> > >
> > >For those not interested in events, there are any number of
>themes/issues
> > >about which we
> > >might raise similar questions: the radicalization of the movement,
> > >redbaiting, nonviolence,
> > >organizing versus mobilizing, nationalism, the international
>dimensions of
> > >the movement,
> > >school desegregation and its consequences, direct action, top-down
>versus
> > >bottom-up conceptions of history, interracialism, the role of the
>Federal
> > >government,
> > >liberalism, triumphalism. By triumphalism, all I refer to is the
>tendency,
> > >which used to be
> > >pretty much the standard in US history texts, as presenting the
>movement
> > >as "a great victory
> > >for all Americans." There is no doubt that the movement was a great
>step
> > >forward in many
> > >ways but I always assume that events of this magnitude have
>complicated
> > >consequences. We
> > >need a more precise accounting of what went well and what poorly.
> > >
> > >I would also be interested in talking about teaching. What works best
>in
> > >your teaching? What
> > >lessons or approaches? Other than "Eyes on the Prize," are there
> > >audiovisual products that
> > >you have been impressed with? Have you found ways to teach that
>emphasize
> > >the role of
> > >"ordinary" people in making change? Ways of getting students to think
>more
> > >deeply about
> > >what "citizenship" is or should be? How do you deal with issues of
>gender
> > >in the movement?
> > >
> > >What changes have you made in your teaching since you started
>teaching
> > >this material? How
> > >do your students react to this material? Does their race or
>ethnicity
> > >make any difference in
> > >their reaction? Does your race or ethnicity make any difference in
>the way
> > >students respond
> > >to you? Are some parts of the history especially ticklish to
>present?
> > >Have you had any
> > >reactions from parents?
> > >
> > >Lastly, a point about definition. The movement can be understood
>broadly
> > >or narrowly. In
> > >the narrower conceptions, it is refers to something that happened
>between
> > >the mid-fifties
> > >and the mid-sixties, aimed at generating Federal legislation
>supportive of
> > >Black political and
> > >social inclusion. I think of the movement more broadly: as something
>that
> > >began well before the 1950s and extended long after it, as something
>that
> > >reflected a full
> > >range of Black aspiration, including economic inclusion and the
>desire for
> > >self-assertion and
> > >self-determination, as something that included Black Power as much as
>it
> > >did nonviolence.
> > >People should feel free to raise questions about all of it.
> > >
> > >Again, I am looking forward to the conversation.
> > >
> > >In struggle,
> > >
> > >Charles Payne
> > >
> > >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.
> >
> > 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.
>
>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.

_________________________________________________________________
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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.

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Hello all, 
 
I am pleased to be a part of this list-serv.  I am a civil rights baby- so anything related to the freedom movement and black power is of interest to me.
 
I thought that I might direct this message to Mike:
 
Sing For Freedom: The Story of the Civil Rights Movement Through Its Songs is an old text, but it lists freedom songs by periods of the movement-i.e. sit-ins, freedom rides, etc. and provides a short background history on many of the songs, as well as how they are altered and/or created.  Try also Voices of the Civil Rights Movement: Black American Freedom Songs by Bernice Johnson Reagon.
 
Bernice Johnson Reagon immediately jumps to mind as someone you must speak with regarding freedom songs.  She joined SNCC and later the SNCC Freedom Singers in the early 1960s. The group sang at demonstrations, jails, etc.  She is currently known for her work with Sweet Honey in the Rock.  I would note that some of her music becomes more "militant" with the rise of Black Power.  

This leads me to the current framework for your paper.  I am a little uncomfortable with simply labeling these songs as representative of just a non-violent ideology.  I think, perhaps, you are better off maybe speaking of this music as a convergence of faith based music and blues with a Christian theology and a belief in non-violent tactics.
 
I am not sure if you are arguing that the music set them apart from Northern movements or from the Black Power movement.  I would note, however, that Elaine Brown, a former Black Panther, noted in her autobiography that the Black Panther newspaper sold her album of "revolutionary" songs.  As I noted above, Bernice Johnson Reagon also had an album characterized by this period.  An addition to this list is "Mississippi Goddamn" (Nina Simone)- which breaks from the faith music to express the emerging frustrations of demonstrators/marchers.  Also illustrated in the Eyes on the Prize Series, are chants by Panther members to "free Huey".  Though maybe not songs, the rhythmic nature of the chant lends itself to a musical style.   And finally, there are a few "northern" freedom songs floating about, which the above two books can assist you in finding.
 
Good luck on your research.  It sounds really interesting (no pun intended).
 
 
Nishani Frazier, Associate Curator
African American Archives
Western Reserve Historical Society
 
 
 
 

Mike Zaffuts <cmzaffuts@HOTMAIL.COM> wrote:
Greetings -
I am currently working on my Masters thesis at SUNY Brockport. The thesis
details the music of the early, nonviolent portion of the Movement. The four
major campaigns I would like to detail are the Sit-ins, Freedom Rides,
Freedom Summer, and Selma Project. My basic take is that the music of this
portion of the Movement reflected the nonviolent mindset of the protesters
and acted as a source of strength and unity for them. In addition, it was a
defining characteristic of that particular group; it set them apart from
society at large. If any forum members can offer evidence that either
supports or refutes the thesis please post a message or send a separate
email to cmzaffuts@hotmail.com. I would also appreciate ANY feedback from
anyone who participated in any of these events, or those who can refer me to
someone who was involved. I look
 forward to hearing from you all.

Mike Zaffuts (cmzaffuts@hotmail.com)


>From: David Leonard 
>Reply-To: Teaching the Civil Rights Movement
>
>To: CIVILRIGHTS@ASHP.LISTSERV.CUNY.EDU
>Subject: Re: Opening Statement from Charles Payne
>Date: Wed, 1 Oct 2003 09:05:23 -0700
>
>It in the spirit of transcending boundaries . . . If we intend to
>transcend the southern/northern binary, in terms of the south
>representing nonviolent direct action/organizing and the North
>inhabiting the simplistic tropes of violence/rebellion/nationalist, we
>must not erase the West from the historiography. In addition to the
>role of West Coast students during Freedom Summer and the affects of
>their participation on the development of Black Studies (Lea Redmond has
>a wonderful dissertation in which she connects Freedom Schools to
 the
>development of Black Studies at Berkeley and San Francisco State), the
>expansive level of organizing and social agitation that transpired in
>Los Angeles, San Francisco, Seattle and Portland requires attention and
>discussion as well
>
>Dr. David Leonard
>Assistant Professor
>Comparative Ethnic Studies
>Washington State University
>509 335-6854
>----- Original Message -----
>From: "Patrick Jones" 
>To: 
>Sent: Wednesday, October 01, 2003 8:06 AM
>Subject: Re: Opening Statement from Charles Payne
>
>
> > Greetings from Allegheny College. I am a new faculty member here,
>recently
> > moved from Madison, Wisconsin, where I completed my PhD with Tim
>Tyson. My
> > dissertation and current book project is on race relations and civil
>rights
> > insurgency in Milwaukee
 from the late-50s through 1970. As a result,
>I
> > would like to suggest one addition to Prof. Payne's intriguing list of
> > possible avenues for us to take. My work is aimed at the northern
>movement
> > which has been too often ignored or reduced to a couple of simple
> > tropes: urban rebellion, violence, the decline of the movement, etc.
>From
> > my own work and the work of others (Komozi Woodard, Jeanne Theoharris,
> > Martha Biondi and more) it is becoming increasingly clear that there
>was a
> > lot more going on in the North than we have traditionally given
>credit. I
> > hope that we might broaden our discussion to also include areas
>outside the
> > South!
> >
> > Thanks and I look forward to this ongoing discussion!
> >
> > Best,
> > Patrick Jones
> >
> >
> > At 10:42 AM 10/1/2003
 -0400, you wrote:
> > >I am very much looking forward to this month's discussion. Members of
>the
> > >forum should
> > >feel free to raise whatever issues are important to them. Just to get
> > >things started, I am going
> > >to suggest some possible topics but these should not be taken as
>anything
> > >more than
> > >suggestions.
> > >
> > >We have a series of teachable moments coming up: the fiftieth
>anniversary
> > >of Brown v. Board,
> > >the fortieth of the signing of the 1964 Civil Rights acts, the
>fortieth of
> > >the Mississippi
> > >Summer Project, which included the assassinations of Mickey
>Schwerner,
> > >James Chaney and
> > >Andrew Goodman. The year 2005 will be the fortieth anniversary of
>the
> > >Selma march and the
> > >1965
 Voting Rights Act. How should these events be remembered? How
> > >should they be
> > >framed for students of various ages? Are some of them overrated? I
> > >suspect that some of you
> > >will not be comfortable with focusing on events as a pedagogical
>strategy
> > >and that's fine. You
> > >should say that and that will give us our first argument. These are
> > >teachable moments in the
> > >sense that students will be hearing about them outside of class and
>thus,
> > >for a while, may be
> > >more than normally curious about some of them. Still, by no means
>should
> > >this preclude
> > >earlier events: Montgomery, the sit-ins, the Freedom Rides and so
>forth.
> > >In fact, I'm curious
> > >about how members of the Forum saw the recent flurry of interest in
>the
> >
 >March on
> > >Washington.
> > >
> > >For those not interested in events, there are any number of
>themes/issues
> > >about which we
> > >might raise similar questions: the radicalization of the movement,
> > >redbaiting, nonviolence,
> > >organizing versus mobilizing, nationalism, the international
>dimensions of
> > >the movement,
> > >school desegregation and its consequences, direct action, top-down
>versus
> > >bottom-up conceptions of history, interracialism, the role of the
>Federal
> > >government,
> > >liberalism, triumphalism. By triumphalism, all I refer to is the
>tendency,
> > >which used to be
> > >pretty much the standard in US history texts, as presenting the
>movement
> > >as "a great victory
> > >for all Americans." There is no doubt that
 the movement was a great
>step
> > >forward in many
> > >ways but I always assume that events of this magnitude have
>complicated
> > >consequences. We
> > >need a more precise accounting of what went well and what poorly.
> > >
> > >I would also be interested in talking about teaching. What works best
>in
> > >your teaching? What
> > >lessons or approaches? Other than "Eyes on the Prize," are there
> > >audiovisual products that
> > >you have been impressed with? Have you found ways to teach that
>emphasize
> > >the role of
> > >"ordinary" people in making change? Ways of getting students to think
>more
> > >deeply about
> > >what "citizenship" is or should be? How do you deal with issues of
>gender
> > >in the movement?
> > >
> > >What changes
 have you made in your teaching since you started
>teaching
> > >this material? How
> > >do your students react to this material? Does their race or
>ethnicity
> > >make any difference in
> > >their reaction? Does your race or ethnicity make any difference in
>the way
> > >students respond
> > >to you? Are some parts of the history especially ticklish to
>present?
> > >Have you had any
> > >reactions from parents?
> > >
> > >Lastly, a point about definition. The movement can be understood
>broadly
> > >or narrowly. In
> > >the narrower conceptions, it is refers to something that happened
>between
> > >the mid-fifties
> > >and the mid-sixties, aimed at generating Federal legislation
>supportive of
> > >Black political and
> > >social inclusion. I think of
 the movement more broadly: as something
>that
> > >began well before the 1950s and extended long after it, as something
>that
> > >reflected a full
> > >range of Black aspiration, including economic inclusion and the
>desire for
> > >self-assertion and
> > >self-determination, as something that included Black Power as much as
>it
> > >did nonviolence.
> > >People should feel free to raise questions about all of it.
> > >
> > >Again, I am looking forward to the conversation.
> > >
> > >In struggle,
> > >
> > >Charles Payne
> > >
> > >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.
> >
> > 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.
>
>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.

_________________________________________________________________
High-speed Internet access as low as $29.95/month (depending on the local
service providers in your area). Click here. https://broadband.msn.com

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.

Do you Yahoo!?

The New Yahoo! Shopping - with improved product search
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.
--0-1417940488-1065037444=:69442--
=========================================================================
Date:         Wed, 1 Oct 2003 16:20:02 -0500
Reply-To:     Teaching the Civil Rights Movement
              
Sender:       Teaching the Civil Rights Movement
              
From:         Curtis Austin 
Subject:      Re: Opening Statement from Charles Payne
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For info on the impact of returning vets on the movement, see Neil =
McMillen's Remaking Dixie:  The Impact of World War II on the American =
South.  The Center for Oral History and Cultural Heritage at the =
University of Southern Mississippi has produced a CD-ROM entitled =
Democracy's Soldiers:  Mississippians and War in the Twentieth Century =
that has some information that may be able to help you.
  ----- Original Message -----=20
  From: Jan Fyffe=20
  To: CIVILRIGHTS@ASHP.LISTSERV.CUNY.EDU=20
  Sent: Wednesday, October 01, 2003 1:56 PM
  Subject: Re: Opening Statement from Charles Payne


  AmyRuth:

  I too use oral histories to help my high school students identify with =
the "unknown" people of the civil rights movement.  I also like to use =
excerpts from Coming of Age in Mississippi, a memoir of one of the =
college participants wrote at the "conclusion" of the movement.  I found =
an excellent link online for oral histories--off the top of my head I =
don't remember the web address, but I think it's from one of the =
Mississippi schools.

  I'm trying to find information that illustrates the impact returning =
WWII veterans had on the movement.  Does anyone have any resources to =
share or can anyone lead me in a direction to search for information?

  Thanks!
  Jan Fyffe
  English Instructor
  Fairborn High School
  Fairborn, Ohio 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.

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_001_0092_01C38837.DDC43CB0
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For info on the impact of returning =
vets on the=20
movement, see Neil McMillen's Remaking Dixie:  The Impact of World =
War II=20
on the American South.  The Center for Oral History and Cultural =
Heritage=20
at the University of Southern Mississippi has produced a CD-ROM entitled =

Democracy's Soldiers:  Mississippians and War in the Twentieth =
Century that=20
has some information that may be able to help you.

  
----- Original Message ----- 
  From:=20
  Jan =
Fyffe