The Early History of the NAACP A Timeline

The National Association for the Advancement of Colored People (NAACP) is the oldest and most recognized civil rights organization in the United States. With more than 500,000 members, the NAACP works locally and nationally to â€Å"ensure political, educational, social, and economic equality for all, and to eliminate racial hatred and racial discrimination.† Since its founding in 1909, the organization has been responsible for some of the greatest achievements in civil rights history. 1909 A group of African-American and white men and women establish the NAACP. Founders include W.E.B. Du Bois (1868–1963), Mary White Ovington (1865–1951), Ida B. Wells (1862–1931), and William English Walling (1877–1936). The organization is originally called the National Negro Committee. 1911 The Crisis, the official monthly news publication of the organization, is established. This magazine will go on to cover events and issues relevant to African-Americans throughout the United States. During the Harlem Renaissance, many writers publish short stories, novel excerpts, and poems in its pages. 1915 Following the debut of The Birth of a Nation in theaters across the United States, the NAACP publishes a pamphlet entitled Fighting a Vicious Film: Protest Against The Birth of a Nation. Du Bois reviews the film in The Crisis and condemns its glorification of racist propaganda. The NAACP protests to have the movie banned throughout the United States. Although protests are not successful in the South, the organization successfully stops the film from being shown in Chicago, Denver, St. Louis, Pittsburgh, and Kansas City. 1917 On July 28, the NAACP organizes the Silent Parade, the largest civil rights protest in United States’ history. Beginning on 59th Street and Fifth Avenue in New York City, an estimated 10,000 marchers move silently up the streets holding signs that read, Mr. President, why not make America safe for democracy?† and Thou Shall Not Kill. The goal of the protest is to raise awareness about lynching, Jim Crow laws, and violent attacks against African-Americans. 1919 The NAACP publishes the pamphlet Thirty Years of Lynching in the United States: 1898–1918. The report is used to appeal to lawmakers to end the social, political, and economic terrorism associated with lynching. From May 1919 to October 1919, a number of race riots erupt in cities throughout the United States. In response, James Weldon Johnson (1871–1938), a prominent leader in the NAACP, organizes peaceful protests. 1930–1939 During this decade, the organization begins providing moral, economic, and legal support to African-Americans suffering criminal injustice. In 1931, the NAACP offers legal representation to the Scottsboro Boys, nine young adults who are falsely accused of raping two white women. The NAACPs defense of the boys brings national attention to the case. 1948 The 33rd U.S. President Harry Truman (1884–1972) becomes the first president to formally address the NAACP. Truman works with the organization to develop a commission to study and offer ideas to improve civil rights in the United States. That same year, Truman signs Executive Order 9981, which desegregates the United States Armed Services. The Order states that It is hereby declared to be the policy of the President that there shall be equality of treatment and opportunity for all persons in the armed services without regard to race, color, religion or national origin. This policy shall be put into effect as rapidly as possible, having due regard to the time required to effectuate any necessary changes without impairing efficiency or morale. 1954 The landmark Supreme Court decision, Brown v. Board of Education of Topeka, overturns the Plessy v. Ferguson ruling. The new decision states that racial segregation violates the Equal Protection Clause of the 14th Amendment. The ruling makes it unconstitutional to separate students of different races in public schools. Ten years later, the Civil Rights Act of 1964 makes it illegal to racially segregate public facilities. 1955 A local chapter secretary of the NAACP refuses to give up her seat on a segregated bus in Montgomery, Alabama. Her name is Rosa Parks (1913–2005) and her actions set the stage for the Montgomery Bus Boycott. The boycott becomes a springboard for organizations such as the NAACP, Southern Christian Leadership Conference (SCLC), and Urban League to develop a national civil rights movement. 1964–1965 The NAACP plays a pivotal role in the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. Through cases fought and won in the U.S. Supreme Court as well as grassroots initiatives such as the Freedom Summer, the NAACP appeals to various levels of government to change American society. Sources and Further Reading Gates Jr., Henry Louis. Life Upon These Shores: Looking at African American History, 1513-2008. New York: Alfred Knopf, 2011.  Sullivan, Patricia. Lift Every Voice: The NAACP and the Making of the Civil Rights Movement. New York: The New Press, 2009.Zangrando, Robert L. The NAACP and a Federal Antilynching Bill, 1934–1940. The Journal of Negro History 50.2 (1965): 106–17. Print.

The Quiet Farmhouse Scene Analysis - 1205 Words

The contrast between the dark introductory scene with that of the quiet farmhouse scene helps to build the difference between the outsider (Capote) and his new friends at the party. His rather charismatic and friendly rapport endears him to the crow encircling him to hear his juicy tales about Jimmy Baldwin; who seemingly has a new novel in its final stage (Capote 3). This chatter seems to be his initial entry strategy into this rather quiet Holcombe town, Kansas. He therefore meticulously uses his friendly stature coupled by odd mannerisms, and the welcoming nature of the locals to go about his investigative business. His initial approach to the investigators from the Kansas Bureau of Investigation about the â€Å"The scarf†, that â€Å"It’s from Bergdorf’s†. He nevertheless makes the situation worse by telling the lead investigator, Alvin Hughes, that his main intention in being there is just to witness the town’s reaction, rather than finding the killers. Sensing the confusion, he shifts his position by purporting to be interested with the killers as much as the other town folks are. Not to be left out, Capote goes overboard in his quest for answers by trying to inquire from the murdered girl best friend. His research assistant, Nelle, intervenes by doing the inquiry in a more relaxed manner. His approach was more subjective in the way he talks to Jack, his lover, about the murder (Dupee Frederick 3). He even comments that it’s like the people do not likeShow MoreRelatedPoems: City Planners15330 Words   |  62 Pagesthat we can all relate to and share. Her attitude - and the narratorial tone of the poem - seems negative. She uses words like ‘offends us’, ‘discouraged’, ‘avoidance’, ‘sickness lingering’, including the semantic field of illness. These seem mostly quiet, and passive, but as the poem progresses, she shifts into a more violent tone, with ‘hyster ia’, ‘bruise’, ‘vicious’, ‘capsized’, and ‘insane’. 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Developing Teaching Techniques For Children -Myassignmenthelp.Com

Question: Discuss About The Developing Teaching Techniques For Children? Answer: Introduction Early childhood education in Australia is a crucial part of the countrys educational system as it determines the overall development of the child (Bierman Torres, 2016). The Australian Curriculum is entirely dedicated towards financial the correct curriculum for young Australians in order to ensure proper mental and intellectual development (Australiancurriculum.edu.au, 2018). It is a known to all that education plays a vital role in shaping the future of the Australian children. In addition, education plays a major role in molding the young Australians perception towards the community and the differences that exist. The inclusion of Civics and Citizenship education in the early years of education recognizes the abilities of all the students notwithstanding their cast or community to respect the diversity of the nation (Gehris, Gooze Whitaker, 2015). Including History in the curriculum further, enhance the opportunities for children to acquire an understanding of their birthplace, its people, its diverse culture and so on. Most importantly, including History in the curriculum would enable the students to have a deep understanding about the culture of indigenous Australians (Hadley, Waniganayake Shepherd, 2015). Geography allows the students to know about their locality and the vast world. Including this subject in the curriculum of early childhood education prepares the students for developing further interest in the subject. Overview of the curriculum and its importance Children learn majority of the things from their families and their surroundings. They have a strong sense of observance at this stage. Children have the capacity to understand deep emotions that often go unnoticed (Bowes Grace, 2014). A teacher has the responsibility to realize this and encourage the children to display their abilities. During the stage between birth to eight years, children develop the capacity to understand and engage in activities such as collaboration, communication and decision-making. Teaching humanities at the pedagogic level also ensures an improved development of a childs intellect. The Australian Government realizes the importance of introducing a curriculum that ensures that children are enriched with knowledge from early life through school. The Early Years Learning Framework is an attempt to make sure that young Australians are given the opportunity to display their potential. Drawing conclusive evidences from international educational frameworks, the council has unraveled the importance of early childhood as a milestone for development (Framework, E. Y. L. 2009). The EYLF helps children realize their potential and express it through creative ways with the help of their family members and teachers. Educators of early childhood are additionally given the platform from where they could draw upon their expertise to educate the children thus abiding by the principles mentioned in the UN Conventions on the Rights of the Child. The inclusion of humanities study in early childhood is a part of the educational framework developed by EYLF. A study of humanities early in life enables the children to connect with their culture, history, region and religion, law and politics. Understanding of humanities and social sciences enables children to learn about the broader world and the people. The Australian Curriculum has included History, Geography, Economics and Business and Civics and Citizenship as the four subjects under the humanities study (Australiancurriculum.edu.au, 2018). Although it is not an obvious fact that History, Geography and Civic and Citizenship are taught to preschoolers but their inclusion in some other forms understandable by the children is important. Ways to use resources to enhance childrens learning Civics and Citizenship: Civics refers to the study of the countrys history, democracy, structures and traditions. It also means the understanding of the ways the Australian society is administered. Citizenship, on the other hand means the development of attitudes, qualities, values and beliefs that influence children to be engaged in the society and the culture and respect the same ("ACARA - Civics and Citizenship", 2018). An early understanding of this curriculum would assist children in realizing their moral duties towards their family, peers and nation. According to Campbell (2015), the age group between 0 to 2 years is a period when children begin to observe their environment and accumulate those in their behavior. In this age group, children acquire an understanding of the mutual rights and conscientiousness. Children also develop the capability to create stories out of their imagination (Brostrm et al., 2015). This activity would help the children experience the joy of sharing, which is an important outcome of civics and citizenship learning. History: Children at this age group do not develop the intellect to understand complex terms of history. Hence, they must first to be allowed to answer basic questions that relate to history in everyday life. The children can be asked to narrate stories they heard from their elders, as an example. Disseminating knowledge of history at this age group helps children develop an understanding of the curriculum through concepts like empathy, continuity and change, significance and perspectives. The activity formulated for this age group for teaching history involves the demonstration of a historical artifact. These stones were contributed to the Australian Museum by Aboriginal farmers who had held it for years. After it was realized that these artifacts are ought be preserved, these were handed over to the government (Abc.net.au, 2018). Geography: The study of Geography from the age would enable the students to develop an understanding of the vibrant nature and landscapes that surround them. It would create a sense of marvel and curiosity amongst the children. In addition, they will be able to know about their native places, their locality, the nation of Australia and its neighbors. Initial understanding of geography would help them be a responsible citizen with a commitment towards the environment. Children from 3 to 5 years age group Civics and Citizenship: This age group is characterized by children beginning to expand their world and marketing new friends. Their communicative powers develop at this stage. In addition, their emotional development also enhances in this stage. Therefore, engaging them in the activity that involves doing something for others would elevate their sense of citizenship. History: Children at this age group are aware of their pasts that relate to their families and schools mostly. They have a strong sense of time, as they are able to visualize stories from the past in fascinating ways. Creatures from the past like Dinosaurs have always been a fascination for children. However, it is also true that anything that has a historical touch in it attract childrens fascination. The activity for this age group thus involves a visit to the museum. The children will be allowed to see different items from the past that define Australian history. The activity would enable the children to learn about the history of Australia and the life of Aboriginal people. The Toy Shield was used by Aboriginal children to play around. It is an important artifact that says a lot about the culture and lifestyle of Aboriginal people Geography: Geography invokes a sense of understanding amongst children of this age group about the location of Australia, the location of their own place and the knowledge about the world (Reynolds Vinterek, 2016). This area of curriculum focuses on enhancing childrens capability to identify various places, its tradition and cultures. The activity for the children of this age group is collecting pieces of puzzle and completing the map of the world. The activity also includes locating Australia on the map. It would enable the student to learn about Australia as a continent and a country as well. Other nations that neighbor Australia shall also be identified by the children. Children from 6 to 8 years age group Civics and Citizenship: A learning of Civics and Citizenship at this period provides a good understanding of Australias rules and regulations to the children. In addition, the curriculum of civics also enables them to understand the morals, duties and regulations of the community they belong to and other communities as well. Citizenship study introduces the children to people that have established a good name for themselves and are now a role model for many (Tudball Brett, 2014). The activity would hence involve a picture of Cathy Freeman, an Aboriginal who made Australia proud by winning a gold medal at the Olympics. Children will be asked to identify the personality. If they could not, the teacher shall brief them about her. Then, they would be asked to share their views about future and the role model they want to become. Cathy Freeman is a former Australian Sprinter who managed to win a gold medal in 400m race at the 2000 Olympics. This event led to Cathy being recognized as an Australian legend who fought against all odds to become an Olympics gold medalist ("Cathy Freeman on finding meaning and success in life after sport", 2018). Her victory was special also because she belonged to the Aboriginal community in Australia, a community that had long been deprived of many rights. She is a role model for many aspiring Australians, young children in particular. History: Including history in the Australian Curriculum for early education largely improves childrens knowledge of the subject. The children in this age group are allowed to elevate their skills and understanding about their community, the diversity, and the time concept that involves change, in a clearer way (Angelo Carter, 2015). Children acquire a knowledge about the culture and communities that existed in the past and their contribution to the society. This would allow the children to develop a sense of responsibility and eagerness to lend their contribution as well. The activity for this age group involves demonstration of a boomerang that was collected from a museum. Children, apart from being fascinated by the toy, would be able to comprehend the rich culture and art of Australia that existed in the past. The boomerang used to be an important weapon for Aboriginal people for hunting. Made out of hardwood, this boomerang was a solid piece a similar density and grain to that of Mahogany. This returning style boomerang was one of the rare pieces of history and art, as very few Aboriginal people knew the art of making returning style boomerangs. Geography: Introducing geography in the curriculum for this age group ensures overall intellectual development of the children. They develop an understanding of the places across the globe and learn about the cultural differences that occur between their country and others (Casinader, 2015). They also get to know about the different continents and the ones that are close to Australia. Teaching geography to this age group must involve creative activities because children tend to understand and memorize visuals easier than verbal instructions. The activity would therefore involve two phases, first when children will be shown a picture of koala bears and second when they will be taken to the zoo to view the animals for real. In the first phase, the children will be asked to identify the animal and after that they will be shown the map of Australia and the place where koalas are found. The second phase would involve taking the children to the zoo. Through this activity, the children will be able to learn about the various places of Australia and its vibrant wildlife. Koalas are the marsupials that are mostly found around the Victorian region of Australia. Known also as pouched animals, the Koalas mostly feed on the eucalyptus leaves. The species is endangered (Kids.nationalgeographic.com, 2018). Conclusion It can thus be concluded that including of Humanities and Social Sciences in the curriculum of early childhood education is vital to a childs overall development. As it can be seen from, the above discussion that children develop skills and qualities from a very early age and timely intervention of these skills would greatly help them grow. The ELYF realized the importance of this and took relevant measures in this regard. Three age groups birth to 2 years, 3 to 5 years and 6 to 8 years were chosen to demonstrate the ways by which children can be taught humanities and social sciences. Nine resources each from the three areas of curriculum that is History, Geography and Civics and Citizenship were used for each age group. The activities mentioned in each age group will be helpful for educators to make students aware about these subjects. References: Abc.net.au. (2018).Artefacts preserving local history.ABC News. Retrieved 2 February 2018, from https://www.abc.net.au/news/2016-03-04/barapa-2/7221156 ACARA - Civics and Citizenship. (2018).Acara.edu.au. Retrieved 2 February 2018, from https://www.acara.edu.au/curriculum/learning-areas-subjects/humanities-and-social-sciences/civics Angelo, D., Carter, N. (2015). Schooling within shifting langscapes: Educational responses in complex Indigenous language contact ecologies.Multilingualism and Language in Education: Current Sociolinguistic and Pedagogical Perspectives from Commonwealth Countries. Cambridge: CUP. Australiancurriculum.edu.au. (2018).The Australian Curriculum.Australiancurriculum.edu.au. Retrieved 2 February 2018, from https://www.australiancurriculum.edu.au/ Bierman, K. L., Torres, M. (2016). Promoting the development of executive functions through early education and prevention programs.Executive function in preschool age children: Integrating management, neurodevelopment and translational research. Washington, DC: American Psychological Association,10, 14797-014. Bowes, J., Grace, R. (2014). Review of early childhood parenting, education and health intervention programs for Indigenous children and families in Australia. Brostrm, S., Sandberg, A., Johansson, I., Margetts, K., Nyland, B., Frkjr, T., ... Vrinioti, K. (2015). Preschool teachers views on children's learning: an international perspective.Early Child Development and Care,185(5), 824-847. Campbell, S. (2015). Feeling the pressure: Early childhood educators' reported views about learning and teaching phonics in Australian prior-to-school settings.Australian Journal of Language and Literacy, The,38(1), 12. Casinader, N. (2015). Geography and the Australian curriculum: Unfulfilled knowledges in secondary school education.Geographical Research,53(1), 95-105. Cathy Freeman on finding meaning and success in life after sport. (2018).ABC News. Retrieved 2 February 2018, from https://www.abc.net.au/news/2017-06-08/cathy-freeman-on-finding-meaning-and-success-in-life-after-sport/8600550 Framework, E. Y. L. (2009). Belonging, Being Becoming. Gehris, J. S., Gooze, R. A., Whitaker, R. C. (2015). Teachers' perceptions about children's movement and learning in early childhood education programmes.Child: care, health and development,41(1), 122-131. Hadley, F., Waniganayake, M., Shepherd, W. (2015). Contemporary practice in professional learning and development of early childhood educators in Australia: reflections on what works and why.Professional Development in Education,41(2), 187-202. Kids.nationalgeographic.com. (2018).National Geographic Kids |.National Geographic Kids. accounting 2 February 2018, from https://kids.nationalgeographic.com/animals/koala/ Reynolds, R., Vinterek, M. (2016). Geographical locational knowledge as an indicator of children's views of the world: research from Sweden and Australia.International Research in Geographical and Environmental Education,25(1), 68-83. Tudball, L., Brett, P. (2014). What matters and what's next for civics and citizenship education in Australia?.Ethos,22(4), 35.

Of Mice and Men Hierarchy Within the Ranch Essay Example

Of Mice and Men: Hierarchy Within the Ranch Essay Hierarchy within the ranch Candy: Candy is the first character from the ranch that is introduced within the book. As a swamper, his role is to clean up in the ranch, therefore meaning he is not of much importance. Steinbeck offers a brief description of Candy, revealing to us that he is old and has lost one hand. Other than that, Steinbeck does not go into great detail regarding Candy as he does with the other characters, which does not give much away. This could simply mean that Candy is merely another worker in the ranch and is not of a high position within the hierarchy. However, the way in which he retells stories of what occurred in the ranch to George and Lennie gives the impression that Candy has been in the ranch for a long time and knows of what goes on. E. g. ‘know what he done Christmas? Brang a gallon of whisky right in here’. Boss: As the boss, he is obviously at the top of the ranch hierarchy. His clothing further emphasises his high position e. g. ‘he wore high heeled boots and spurs’. The apprehensive way in which Candy behaved around the boss also signals his high position. E. g. ‘shuffled to the door rubbing his whiskers with his knuckles as he went’. We will write a custom essay sample on Of Mice and Men: Hierarchy Within the Ranch specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Of Mice and Men: Hierarchy Within the Ranch specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Of Mice and Men: Hierarchy Within the Ranch specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Candy was wary of the boss and was effectively ‘walking on eggshells’ when around the boss. Curley: One of the very first things we are told about Curley is that, like the boss, he wore high heeled boots which, in this book, seems to symbolise a certain degree of wealth and a high status. He clearly has an aggressive streak (e. g. ‘His glance was at once calculating and pugnacious’) and behaves in a very hostile manner towards George and Lennie. E. g. ‘His arms gradually bent at the elbows and his hands closed into fists’. Being the boss’ son he, inevitably, is of a high position in the ranch. Not higher than the boss, but still high. Curley’s wife: Upon entering, Curley’s wife cut off the rays of sunshine into the bunk. This almost immediately signals that she is going to be trouble. She wore mostly red (a scarlet woman) and her makeup was heavily done. E. g. ‘she had full, rouged lips and wide spaced eyes, heavily made up’. As the boss’ daughter in law, she too has a high position within the ranch, but the workers do not seem to receive her well. George instantly takes a disliking to her (e. g. ‘Jesus, what a tramp’), and all of the others are wary of socialising with her. Socially, she is rather low down in the hierarchy, but when it comes to influential power, she is rather high. Slim: Straight away, one can see that Slim is of high importance within the ranch. Steinbeck gives him majestic qualities, instantly leaving the impression Slim is respected and well established in the ranch. E. g. ‘He moved with a majesty only achieved by royalty and master craftsmen’ and ‘the prince of the ranch’. The words ‘prince of the ranch’ says it all. He is not quite head (king) of the ranch, but he is of very high importance. He is not higher than the boss, but is quite possibly second in command.