Inner City Rebellions And The Death Of The Civil Rights Move
Inner City Rebellions Andthe Death Of The Civil Rights Movementbirmin
Inner City Rebellions Andthe Death Of The Civil Rights Movementbirmin
INNER CITY REBELLIONS AND THE DEATH OF THE CIVIL RIGHTS MOVEMENT BIRMINGHAM MOVEMENT (1963) Meticulously planned nonviolent assault on Birmingham’s white economic power structure On April 3, 1963, the movement launched with mass meetings, lunch counter sit-ins, a march on city hall, and a boycott of downtown merchants By April 7th (day 4), segregationist police chief Eugene “Bull†Connor attacked protesters with fire hoses, clubs, dogs, etc. On May 10, 1963, movement leaders announced an agreement with the city of Birmingham to desegregate lunch counters, restrooms, drinking fountains, and department store fitting rooms City saw an increase in Klan violence against blacks MEDGAR EVERS NAACP Field Secretary for the state of Mississippi Fought for voting rights and equal access to public accommodations He became a high-profile target for threats, violence and terrorism by the KKK and White Citizens Councils His home was firebombed twice in reaction to an organized boycott of Jackson’s downtown white merchants; after the first bombing, he and his wife Myrlie began practicing safety drills with their children and Medgar raised the height of his children’s bedroom windows to protect them from stray bullets On June 12, 1963, he was shot by KKK member in front of his home and later died at a local hospital 1963 FOUR LITTLE GIRLS On September 15, 1963, 4 Klansmen planted sticks of dynamite with a time delay under the steps of the 16th Street Baptist Church in Birmingham, AL Around 10:30 AM, an anonymous man called the church and simply yelled, "Three minutes!†and hung the phone up Minutes later, the bomb exploded as five children were present within the girl's bathroom, changing into their choir robes in preparation for Sunday service Four of the girls: Addie Mae Collins (age 14), Carol Denise McNair (age 11), Carole Robertson (age 14), and Cynthia Wesley (age 14), were killed in the attack Investigation of Klansmen ended with no indictments 7 FREEDOM SUMMER (1964) Brought northern white students into South in a campaign to register Mississippi’s black voters; organized by SNCC and CORE Registered more than 60,000 by summer’s end CORE activists James Chaney (MS native, age 21), Andrew Goodman (New York, age 20) and Michael Schwerner (New York, age 24) were participants in the campaign They were arrested by the police for “speeding†and later released and chased by the Klan Chaney (beaten/castrated/then shot in head); Schwerner (shot in heart) and Goodman (shot/buried alive) by the KKK and police; Missing persons report filed; bodies found buried 6 weeks later 1964 INNER CITY REBELLIONS RIOTS () In a speech in 1968, Rev.
Dr. Martin Luther King, Jr. characterized the act of protest through riots in the following way, But it is not enough for me to stand before you tonight and condemn riots. It would be morally irresponsible for me to do that without, at the same time, condemning the contingent, intolerable conditions that exist in our society. These conditions are the things that cause individuals to feel that they have no other alternative than to engage in violent rebellions to get attention. And I must say tonight that a riot is the language of the unheard.
And what is it America has failed to hear? It has failed to hear that the plight of the Negro poor has worsened over the last twelve or fifteen years. It has failed to hear that the promises of freedom and justice have not been met. And it has failed to hear that large segments of white society are more concerned about tranquility and the status quo than about justice and humanity. INNER CITY REBELLIONS RIOTS () Demonstrated that legislation failed to solve deeper, structural problems of racial inequality The cause of urban riots during the 1960s stemmed from a number of issues including discrimination, poverty, high unemployment, poor schools, poor healthcare, housing inadequacy and police brutality In some cases, these riots were a reaction to some of the pivotal moments and tragedies that occurred during the modern Civil Rights Movement INNER CITY REBELLIONS PHILADELPHIA COLUMBIA AVENUE RIOTS (1964) Began in August of 1964 Argument between husband and wife Police arrive on the scene and assault woman A bystander attempts to stop the police from assaulting her Bystander and the woman are beaten and taken into police custody and a crowd began to form Rumors spread stating that the woman had been killed Led to two days of civil unrest Looting white-owned shops where blacks were disrespected and exploited; Some white businesses were protected Demonstrations against the police and the evil tactics of Deputy Police Commissioner Frank Rizzo 11 INNER CITY REBELLIONS WATTS RIOTS (1965) Chain of violent confrontations between Los Angeles police and residents of Watts and other predominantly African American neighborhoods of South-Central L.A. that began August 11, 1965 Lasted for six days Cause by the arrest and police beating of a black man by a white California Highway Patrol Also caused by the use of excessive force by white police officers against black citizens The riots resulted in the deaths of 34 people, while more than 1,000 were injured and more than $40 million worth of property was destroyed CHICAGO RIOTS (WEST SIDE RIOTS) (1966) The uprising began on July 12 after police and African American youth clashed over the youth opening fire hydrants and playing in the water Outside of the incidents related to the hydrants, police habitually harassed and brutalized black citizens African Americans complained that the police were singling them out while in the nearby Italian neighborhood, police did not interfere with open fire hydrants Police continued to harass black citizens regarding the hydrants, which ultimately led to rioting and looting Led to 3 days of civil unrest; Illinois Governor Otto Kerner Jr. ordered 1,500 National Guardsmen to Chicago’s West Side with orders to shot looters on sight INNER CITY REBELLIONS DETROIT RIOT (1967) Series of violent confrontations between residents of predominantly black neighborhoods of Detroit and the police department that began on July 23, 1967 The immediate cause of the riot stemmed from illegal, frequent and random police raids of black neighborhoods and constant brutality by the police Led to five days of civil unrest The riot resulted in the deaths of 43 people, including 33 African Americans and 10 whites The riot is considered one of the catalysts of the militant Black Power Movement INNER CITY REBELLIONS NEWARK, NJ RIOTS (1967) A black cab driver was pulled over and badly beaten by the police when he double-parked It happened within sight of the residents of a large public housing project After the cab driver was taken to the police station, an angry, large crowd quickly gathered outside Given the Newark Police Department’s continued acts of police brutality against blacks, the crowd had lost patience with peaceful protests and began to throw rocks at the building Police came charging out of the station with night sticks, shields, teargas, riot gear and attacked the crowd Led to 5 days of civil unrest INNER CITY REBELLIONS ASSASSINATION OF DR.
KING KING’ S MURDER Martin Luther King, Jr. traveled to Memphis in support of striking black city sanitation workers On Thursday, April 4, 1968, King was staying in room 306 at the Lorraine Motel in Memphis King was shot while standing on the hotel balcony in front of his room He was rushed to the hospital, where doctors opened his chest and performed surgery He never regained consciousness and died an hour later He was only 39 years-old, but doctors said he had the heart of a 60 year-old Black America became angry and frustrated after King’s murder Coretta Scott King & Bernice King at Dr. King’s funeral ASSASSINATION OF DR. KING 1968 RIOTS Following the assassination of King, riots ensued in more than 120 cities across the country Fires burned, property and businesses were destroyed, and anger and fear of what was to come took root in black communities throughout the nation Nationwide news coverage of the aftermath of King’s assassination, showed violence and looting in a number of major cities including Detroit, Chicago, Baltimore, Los Angeles, Cleveland, Washington, D.C. and New York DEATH OF THE CIVIL RIGHTS MOVEMENT STOKELY CARMICHAEL (KWAME TURE) AND BLACK POWER By the late 1960s, the message of non-violent protest began to wear thin in many black communities At a freedom rally during the James Meredith March (for voting rights), Stokely Carmichael cried out the words “Black Power,†which transformed history Chosen to lead SNCC; reflection of SNCC’s new militancy; believed violence should be met with violence Carmichael believed independence from whites would enhance blacks’ ability to integrate so he expelled all white members from SNCC Emphasized self-worth, self-love, and self-respect, and control of black institutions and communities CSCI 457 Assignment 3 – Biography Viewer Choose one of your favorite games, and implement an app that shows the biography of each character of the game.
Requirements: • Your app should show a list of characters in the main view using a table view. • A small icon and some brief information of each character should be displayed in the table view. • The user can scroll up and down to see the full list. • The user can swipe right to reveal two buttons to favorite a character or unfavorite a character. • A checkmark is displayed for each favorite character, and the checkmark is removed if the character is unfavored. • The user can touch a character to open a detail view to see the character’s large portrait and full biography. • Do not use parallel arrays. Use a class for the characters. The screenshots of a sample app are attached in the figures below.
CSCI 457 Assignment 3 – Biography Viewer Project 2 Name: __________________________________ First and foremost, I think it is important for you to understand the purpose of the projects. One of the goals of this course is to help individuals learn to properly write and format solutions to questions in mathematics. This is by no means a trivial endeavor. A secondary, but no less important, purpose for these is to encourage you to talk about mathematics. Just as in any other language, understanding words that you hear and being able to write statements are very different from being able to speak the language.
Beyond both of those very important modes of mathematical delivery, finding ways to connect graphs, tables, words, symbols, and context is where the beauty of understanding is found. Knowing what steps to take symbolically doesn’t necessarily mean we always know what the connection is to a graph, or vice versa. This connection is necessary for retention and true understanding (instead of memorizing). Last, and perhaps least important, I would like to challenge you in a setting different from an in-class assessment. Projects are an opportunity to build good habits of mind, and if given the appropriate time and effort, can significantly boost your grade (the opposite is true as well).
General instructions for all project solution write-ups: You must show all work. Answers without adequate justification will not receive credit. All solutions should be in exact, simplest form unless the problem indicates to round. Include units where appropriate. When I say work this does not mean your scratch paper mess of things you’ve tried.
This means: • Analytical support of your answer • Geometric or graphical support of your work • WORDS (this is a MUST) to describe your process to solve (explain what you did on your scratch paper, what you tried, why you chose the next attempts, etc.) Share your logic process with me – how are you making sense of this? In complete sentences, with proper punctuation, completely legible or typed. • Whatever other modes of explanation you can find to share what you did. Work must be neat and in order. If you are writing by hand you should expect to complete all of the problem and then rewrite neatly or type your work for a final draft. If I cannot follow or read your work you will receive a zero.
If you have messy or unreadable handwriting then you need to type your solutions and insert graphs where necessary within a problem. Each problem must be self- contained (including graphs), meaning if there are multiple parts you may not refer to part a as part of your solution to part c, you must explain what it is you would like to refer to within that problem. You should be working with your classmates. My goal is to design these problems in such a way that to fully benefit from (and be successful) you will need to work with other people. I want you to be discussing mathematics.
You should list the names of anyone that you worked with on the assignment, regardless of whether they are in this class. Though I do expect you to work together, each person should have their own independent write up for the solution. This means your solution and your partners solutions should not match line for line. Work together, write up your solutions individually. Again, please be sure to show reasoning on all problems.
Little to no work will receive little to no credit. Grading You must show all logical steps and work to a solution in a neat and organized manner. You are expected to show more than just an answer, work counts! You should expect that your first attempt at this problem will not be your final turn-in ready draft. You do not have to print this page (though you can) but your cover page must include the following statement with a signature acknowledging and agreeing to the statement.
You must also include the names of all persons you worked with (in or out of this class). If you type your project and would prefer not to print this page, you may hand write the statement and names of persons worked with and turn that in as a second pdf titled “cover sheet†in your project assignment. YOUR PROJECT WILL NOT BE GRADED WITHOUT BOTH THESE THINGS ON THE FIRST PAGE (or as directed above). By turning this project in I am agreeing to the statement, “I have read and followed all of the instructions given above and the names of all persons that I worked with are listed below.†Signature: _____________________________________________________ Date: ______________________ Names of all persons worked with (in or out of this class, any other person you worked with should be named here): _______________________________________________________________________________________________ ð‘¡1 ð· Note: data is already entered at to save you time.
The data given to the left (and linked above) gives the national debt, in billions of dollars, given the years since 1976.* ( ð‘¡ = years since 9/30/1976 and ð· =national debt in billions of dollars on September 30th of the given year). Your task (which will be broken down more clearly below) is to find a function ð·(ð‘¡) that models this data well (you should explain throughout this project what “well†means) PLEASE SEE THE RUBRIC BEFORE YOU DO YOUR PROJECT WRITE-UP. What you will do: Using calculators or desmos.com or other graphing technology AND your brain, break the problem up into multiple regions of data and find a piecewise defined function, ð·(ð‘¡), to model the data to the best of your ability.
This will include multiple different function trials in different regions, and possible changes in your domain regions as you go through your work. There will be some educated “guess and check†within the project, and that is acceptable, but your overall decision making (what functions you are choosing, where you are starting your parameters, etc.) should be done with intent and modified by guess and check or sliders or other commands in desmos as appropriate. What your write up should look like: A) Discuss the trends. What do you notice? What seems interesting?
Research the interesting time periods, can you find explanations for what is happening during those time periods that could explain any anomalies or changes in behavior? Be sure to cite your sources. In other words, I want you to do some pre-analysis before you do the mathematical analysis. This is to engage our brains. B) How did you thoughtfully break the problem up (think domain) to create your piecewise defined function, ð·(ð‘¡) that models the data.
Explain why you ended where you did, and what other domain choices you had and why you changed them throughout your process. Note: though it is possible to model this data using 44-line segments that will earn zero points. Your goal should be to use as few functions as possible, while still modeling the data well. C) What is your final piecewise defined function, ð·(ð‘¡)? Your write up should include why you chose each toolkit function in each region, how you decided on the transformations for that function and what other functions did you try in that region.
You should also include your final function clearly labeled for ð·(ð‘¡). D) Analyze your final product. Why/how do you know the model is a good fit (i.e. residuals, which should be considered for all function attempts not just the one you end up with). Other things to consider: Could you have had fewer function regions, or a different transformation, or a different toolkit function. Put it all together here – does your model match your data well enough to feel confident interpolating?
For example, if you wanted to know the national debt on April 5th, 1985. Would any model make you feel confident extrapolating? Why or why not? Note about B/C/D) they should be done concurrently while you work but for your write up I want your work to be separated, part C should be your final product and discussion of the final product and part D should be your residual analysis and analysis of your process and trials to get to the final work. E) Write three questions that use your model and then answer them. Please write your questions first then answer them after (so questions should be all there before any answers in your write up). * Data for this project was found using the following websites:
Paper For Above instruction
The civil rights movement of the 1960s was a pivotal era in American history, marked by both significant progress and formidable challenges. The sequence of protests, legislative changes, tragic events, and societal reactions paints a complex picture of the fight against racial inequality. This paper explores the major events and their implications, focusing on the Birmingham Movement of 1963, the assassination of Medgar Evers, the Birmingham Church Bombing, the Freedom Summer of 1964, and the subsequent urban rebellions that characterized the late 1960s civil unrest. Through analyzing these events, we gain insight into the profound impact they had on shaping the civil rights landscape and the ongoing struggle for racial justice.
One of the earliest and most meticulously planned nonviolent campaigns was the Birmingham Movement of 196