1
10
6
-
https://shec.ashp.cuny.edu/files/original/mfdp-votes-2_1eb669084b.png
92d8ddd3bb557354c9428a0478449090
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Height
845
Width
1094
Quantitative Data
Statistics, Census Data
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Chart of Votes for Freedom Candidates in Official Elections
Language
A language of the resource
English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
A coalition of activists led by the Student Non-Violent Coordinating Committee (SNCC) initiated a statewide direct-action voter registration and education campaign in Mississippi. Although most remembered for 1964's Freedom Summer, when black and white college students traveled south to participate, SNCC's campaign started in 1961. Organizers held workshops and classes around the state to teach african Americans how to read and interpret the state constitution, which was a required part of the notorious "literacy tests" designed to keep black citizens from voting. The activists also organized the Freedom Democratic Party (MFDP) to challenge the all-white delegation that represented Mississippi at the Democratic National Convention in 1964. The MFDP's candidates for other local and state elections included women like Fannie Lou Hamer, Victoria Jackson Gray and Annie Devine.
Creator
An entity primarily responsible for making the resource
Unknown
Source
A related resource from which the described resource is derived
"Votes for Freedom Candidates in Official Elections," (Mississippi, 1966), from Tougaloo College Archives, <em>Freedom Now! An Archival Project of Tougaloo College and Brown University</em>, http://stg.brown.edu/projects/FreedomNow/do_search_single.php?searchid=112&x=19&y=40.
Primary
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1
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Subject
The topic of the resource
Civil Rights and Citizenship
Fannie Lou Hamer
Freedom Summer
SNCC
Voting
-
https://shec.ashp.cuny.edu/files/original/chronology-of-violence-and-intimidation-in-ms_23665e2f5d.png
ce764edf55085c06744f89ed9879b077
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Height
831
Width
679
Photograph
Original Caption
Negro citizens attempt to cast ballots in Greenwood, August 1963. Note helmeted policemen photographing each of them as they enter the courthouse. The photographs can later be used to intimidate them, and perhaps to force them from their jobs or homes because they tried to vote.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Police Photograph Black Voters in Mississippi
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
This photograph was published in a report chronicling the intimidation and violence towards African-American voting activists. As the original photo caption notes, police documented voters as they entered courthouses so that the "evidence" could later be used to identify them to employers and landlords for possible firing and eviction. The report was most likely published and distributed by SNCC, though it was based on research that was originally compiled and entered into the United States Congressional Record in 1963.
Creator
An entity primarily responsible for making the resource
Unknown
Source
A related resource from which the described resource is derived
Jack Minnis, <em>A Chronology of Violence and Intimidation in Mississippi Since 1961</em>, (Mississippi, circa 1963), 4, from the University of Southern Mississippi McCain Library and Archives, http://digilib.usm.edu/cdm4/document.php?CISOROOT=/manu&CISOPTR=3118&REC=16.
Primary
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1
Date
A point or period of time associated with an event in the lifecycle of the resource
1964 (Circa)
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Subject
The topic of the resource
Civil Rights and Citizenship
SNCC
Voting
-
Speech
Transcription
Any written text transcribed from a sound.
In good conscience, we cannot support wholeheartedly the administration's civil rights bill, for it is too little and too late….<br /><br />This bill will not protect young children and old women from police dogs and fire hoses, for engaging in peaceful demonstrations….It will not help the citizens of Mississippi, of Alabama and Georgia, who are qualified to vote but lack a sixth-grade education…. People have been forced to leave their homes because they dared to exercise their right to register to vote. What is there in this bill to ensure the equality of a maid who earns $5 a week in the home of a family whose income is $100,000 a year?....<br /><br />I want to know, which side is the Federal Government on?<br /><br />The revolution is at hand, and we must free ourselves of the chains of political and economic slavery. The nonviolent revolution is saying, "We will not wait for the courts to act, for we have been waiting for hundreds of years. We will not wait for the President, the Justice Department, nor Congress, but we will take matters into our own hands and create a source of power, outside of any national structure, that could and would assure us a victory."<br /><br />To those who have said, "Be patient and wait," we must say that "patience" is a dirty and nasty word. We cannot be patient, we do not want to be free gradually. We want our freedom, and we want it now. We cannot depend on any political party, for both the Democrats and the Republicans have betrayed the basic principles of the Declaration of Independence…..<br /><br />The revolution is a serious one. Mr. Kennedy is trying to take the revolution out of the streets and put it into the courts. Listen, Mr. Kennedy. Listen, Mr. Congressman. Listen, fellow citizens. The black masses are on the march for jobs and freedom, and we must say to the politicians that there won't be a "cooling-off" period.<br /><br />All of us must get in the revolution. Get in and stay in the streets of every city, every village and every hamlet of this nation until true freedom comes, until the revolution is complete. In the Delta of Mississippi, in southwest Georgia, in Alabama, Harlem, Chicago, Detroit, Philadelphia and all over this nation, the black masses are on the march!<br /><br />We won't stop now. All of the forces of Eastland, Bamett, Wallace and Thurmond won't stop this revolution. The time will come when we will not confine our marching to Washington. We will march through the South, through the heart of Dixie, the way Sherman did. We shall pursue our own "scorched earth" policy and burn Jim Crow to the ground—nonviolently. We shall fragment the South into a thousand pieces and put them back together in the image of democracy. We will make the action of the past few months look petty. And I say to you, WAKE UP AMERICA!
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Type
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Speech
Title
A name given to the resource
John Lewis Tells America to "Wake Up"
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
John Lewis, the 23-year-old chairman of the Student Non-Violent Coordinating Committee (SNCC) drafted the speech excerpted below for the 1963 March on Washington. When copies of the speech were circulated in advance, march organizers, as well as Attorney General Robert F. Kennedy, objected to his strong rhetoric and criticisms of the federal government. The speech that Lewis delivered in front of the Lincoln Memorial on August 28, 1963 was a toned-down version that he agreed to only after aging civil rights leader A. Philip Randolph personally appealed to him not to endanger the success of such a historic event.
Creator
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John Lewis
Source
A related resource from which the described resource is derived
In John Lewis and Michael D'Orson, <em>Walking With the Wind: A Memoir of the Movement</em> (San Diego: Harcourt Brace, 1999), 216-23, 225-28.
Primary
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1
Relation
A related resource
1555
Date
A point or period of time associated with an event in the lifecycle of the resource
1963
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Subject
The topic of the resource
Civil Rights and Citizenship
1963 March on Washington
SNCC
-
Pamphlet/Petition
Text
Any textual data included in the document.
<p>One of the purposes of the Freedom Schools is to train people to be active agents in bringing about social change. We have attempted to design a developmental curriculum that begins on the level of the students’ everyday lives and those things in their environment that they have either already experienced or can readily perceive, and builds up to a more realistic perception of American society, themselves, the conditions of their oppression, and alternatives offered by the Freedom Movement.</p>
<p>It is not our purpose to impose a particularly set of conclusions. Our purpose is to encourage the asking of questions, and hope that society can be improved.</p>
<p>The curriculum is divided into seven units:</p>
<ol><li>
<p>Comparison of student’s reality with others (the way the students live and the way others live)</p>
</li>
<li>
<p>North to Freedom? (the Negro in the North)</p>
</li>
<li>
<p>Examining the apparent reality (the “better lives†that whites live)</p>
</li>
<li>
<p>Introducing the power structure</p>
</li>
<li>
<p>The poor Negro and the poor white</p>
</li>
<li>
<p>Material things versus soul things</p>
</li>
<li>
<p>The movement</p>
</li>
</ol><p>Each unit develops concepts that are needed for those that follow. . . .</p>
<p>There are two additional sets of questions THAT ARE TO BE REINTRODUCED PERIODICALLY, both permit an on-going evaluation of the effectiveness of the curriculum, and to provide students with recurring opportunities for perceiving their own growth in sophistication.</p>
<p>The BASIC SET OF QUESTIONS is:</p>
<ol><li>
<p>Why are we (students and teachers) in Freedom Schools?</p>
</li>
<li>
<p>What is the freedom movement?</p>
</li>
<li>
<p>What alternatives does the freedom movement offer us?</p>
</li>
</ol><p>The SECONDARY SET OF QUESTIONS is:</p>
<p>1. What does the majority culture have that we want?</p>
<p>2. What does the majority culture have that we don't want?</p>
<p>3. What do we have that we want to keep?</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Type
The nature or genre of the resource
Pamphlet
Title
A name given to the resource
SNCC Outlines a "Citizenship Curriculum" for Mississippi
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
This curriculum was created by members of the Student Nonviolent Coordinating Committee (SNCC) for their Freedom Schools, part of the Freedom Summer organizing effort that brought hundreds of college students from around the country to Mississippi in the summer of 1964. SNCC hoped that the Freedom Schools would serve as a "parallel institution" to the Mississippi public schools that served African-American students poorly or not at all, and planned that they would offer both traditional academic subjects and training in activism and leadership skills. The volunteer teachers were encouraged to use participatory teaching methods that built on students' own experiences.
Creator
An entity primarily responsible for making the resource
Student Nonviolent Coordinating Committee
Source
A related resource from which the described resource is derived
Student Nonviolent Coordinating Committee, "Citizenship Curriculum," <em>Freedom School Curriculum</em>, 1964, available from http://www.educationanddemocracy.org/FSCfiles/C_CC1_Units1to6.htm
Rights
Information about rights held in and over the resource
Permission to use this document was obtained from <a href="http://educationanddemocracy.org/index.html" target="_blank">Education and Democracy</a>. See Education and Democracy to obtain permission to republish or use this document for anything other than non-commerical educational purposes.
Primary
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1
Date
A point or period of time associated with an event in the lifecycle of the resource
1964
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Subject
The topic of the resource
Civil Rights and Citizenship
Social Movements
Freedom Schools
Freedom Summer
SNCC
Social Movements
-
Pamphlet/Petition
Text
Any textual data included in the document.
<p>. . . In our work, we have several concerns oriented around Mississippi Negro students:</p>
<ol><li>The need to get into the schools around the state and organize the students, with the possibility of a statewide coordinated student movement developing.</li>
<li>A student force to work with us in our efforts around the state.</li>
<li>The responsibility to fill an intellectual and creative vacuum in the lives of young Negro Mississippians, and to get them to articulate their own desires, demands and questions. More students need to stand up in classrooms around the state, and ask their teachers a real question. . . .</li>
</ol><p>I would like to propose summer Freedom Schools during the months of July and August, for tenth and eleventh-grade high school students, in order to:</p>
<ol><li>supplement what they aren’t learning in high schools around the state.</li>
<li>give them a broad intellectual and academic experience during the summer to bring back to fellow students in classrooms in the state, and</li>
<li>form the basis for statewide student action such as school boycotts, based on their increased awareness. . . .</li>
</ol><p>[Curriculum:] <br /><br />I. Leadership development<br />a. to give students the perspective of being in a long line of protest and pressure for social and economic justice (i.e. to teach Negro history and the history of the movement.)<br /><br />b. to educate students in the general goals of the movement, give them wider perspectives (enlarged social objectives, nonviolence, etc.)<br /><br />c. to train students in the specific organizational skills that they need to develop Southern Negro communities:</p>
<ol><li>public speaking</li>
<li>handling of press and publicity</li>
<li>getting other people to work</li>
<li>organizing mass meetings and workshops, getting speakers, etc.</li>
<li>keeping financial records, affidavits, reports, etc.</li>
<li>developing skill in dealing with people in the community</li>
<li>canvassing</li>
<li>duplicating techniques, typing, etc.</li>
</ol><p><br />d. to plan with each other further action of the student movement.<br /><br /><br />II. Remedial Academic Program<br /><br />a. to improve comprehension in reading, fluency and expressiveness in writing.<br /><br />b. to improve mathematical skill (general arithmetic and basic algebra and geometry.)<br /><br />c. to fill the gaps in knowledge of basic history and sociology, especially American.<br /><br />d. to give a general picture of the American economic and political system.<br /><br />e. to introduce students to art, music and literature of various classical periods, emphasizing distinctive features of each style.<br /><br />f. to generate knowledge of and ability to use the scientific method.<br /><br /><br />III. Contemporary Issues<br /><br />a. to give students more sophisticated views of some current issues.<br /><br />b. to introduce students to thinking of local difficulties in a context of national problems.<br /><br />c. to acquaint students with procedures of investigating a problem—rudimentary research.<br /><br /><br />IV. Non-academic Curriculum<br /><br />a. to allow students to meet each other as completely as possible, in order to form a network of student leaders who know each other.<br /><br />b. to give students experience in organization and leadership</p>
<ol><li>field work—voter registration</li>
<li>student publications</li>
<li>student government</li>
</ol><p>c. to improve their ability to express themselves formally (through creative writing, drama, talent shows, semi-spontaneous discussions, etc.)</p>
Dublin Core
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Type
The nature or genre of the resource
Pamphlet
Title
A name given to the resource
<em>Prospectus for a Summer Freedom School Program in Mississippi</em> (Excerpt)
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
This plan, written by Student Nonviolent Coordinating Committee (SNCC) member Charles Cobb, proposed that SNCC include Freedom Schools as part of the massive organizing effort it was planning for the summer of 1964. SNCC was creating Freedom Summer to bring hundreds of college students from around the country to Mississippi, and Cobb believed that some of these students could be put to good use helping African-American youth develop their own organizing and leadership capacity.
Creator
An entity primarily responsible for making the resource
Charles Cobb
Source
A related resource from which the described resource is derived
Charles Cobb, "Prospectus for a Summer Freedom School Program," December 1963, <em>Freedom School Curriculum</em>, http://www.educationanddemocracy.org/FSCfiles/B_05_ProspForFSchools.htm
Rights
Information about rights held in and over the resource
Permission to use this document was obtained from <a href="http://www.educationanddemocracy.org/index.html" target="_blank">Education and Democracy</a>. See Education and Democracy to obtain permission to republish or use this document for anything other than non-commerical educational purposes.
Primary
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1
Date
A point or period of time associated with an event in the lifecycle of the resource
1963
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Subject
The topic of the resource
Civil Rights and Citizenship
Social Movements
Freedom Schools
Freedom Summer
SNCC
Social Movements
-
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Transcription
Any written text transcribed from a sound.
<p>WATKINS: Well, it was very plain and simple because we when we got there, we said, "We were told that Dr. King and other big folks are out here holding meetings," so we wanted to know if we were at the right place and where Dr. King was and whether that was the case. And he said that he didn't know anything about Dr. King, that he and other students were out here. He said, "Me and some other young folks are out here working with people on voter registration, trying to get them to become registered voters, where they can become first-class citizens while participating in the political process." He asked if we knew the process by which people became registered voters, and we told him we wasn't sure, you know, of the entire process. We knew a couple of folks that were registered and maybe a couple of folks that maybe had tried, but we wasn't sure about the entire process. So he asked if we were interested in learning. So we said, "Yes." So he gave us the form and asked us to fill it out. Then, after completing the form, he gave us a section of the Constitution of Mississippi to interpret. After doing that, he looked at the form and said, "Well, if you had been old enough and had gone to the courthouse and did exactly what you have done here, then you would be qualified to be a registered voter." So he said, "Now that you know how it's done and can do it, will you be willing to work with us and assist us in getting other people to register?" He says, "Part of the way we do it is we go out and we pass out flyers and we talk to people in the community, encourage them to come by the office. And every so often we have meetings, mass meetings, and we invite them to come to the mass meetings where we sing and talk and explain things to people. So, are you interested and willing to help?" So, I told him that I was.</p>
<p>In most cases, you would attempt to do it with someone, but if you didn't have someone, you went alone. Now in Holmes County, one of the most interesting things took place, you know, for me in that I remember very specifically in the town of Durant, where the local police there was attempting to arrest me—and this is the time I'm doing it by myself—was attempting to arrest me without the community people seeing him arrest me. So, I'm canvassing, going door-to-door, and the police is trying to wait, to hang out to catch me when nobody was on the porch looking, because at this particular time people were sitting out on the porch and everything. So he would drive his car up and as I would come out of people’s homes and before I could get to the next place, he would attempt to catch me. And once I caught on to what he was doing, I just told people, I says, "Well, the police is attempting to arrest me for talking to you all about registering to vote. It just goes to show you," here again we are educating, "It just goes to show you how much they value it and don't want you to be registered voters because they know that you could then have some impact on their jobs," and et cetera." But—then after a while, they really decided not to attempt to catch me and arrest me but [to] use that as an intimidating factor. They would go up and down the street—</p>
<p>RACHAL: Sort of following you?</p>
<p>WATKINS: Sometimes kind of following me; other times just doing the siren and then just sitting on the street as an effort to intimidate the community.</p>
Interviewer
The person(s) performing the interview.
John Rachal
Interviewee
The person(s) being interviewed.
Hollis Watkins
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Type
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Oral History
Title
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A SNCC Activist Describes Police Intimidation in the Voter Registration Campaign
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
The Student Non-Violent Coordinating Committee (SNCC) enlisted young people and local leaders to register and encourage southern African Americans to vote during the Civil Rights movement of the 1960s. Because the young organizers faced tremendous risks by challenging segregation and encouraging people to vote, the group earned a reputation as the "shock troops" of the Civil Rights movement. Hollis Watkins joined SNCC in the early 1960s and canvassed potential voters in the area of McComb, Mississippi. He also participated in direct actions, for which he served time in jail. Watkins remembered the risks SNCC organizers faced when working alone and in pairs, and the support they received from the African-American community.
Creator
An entity primarily responsible for making the resource
Civil Rights in Mississippi Digital Archive
Source
A related resource from which the described resource is derived
Hollis Watkins to John Rachal, "An Oral History with Mr. Hollis Watkins," interview, University of Southern Mississippi McCain Library and Archive, <em>Civil Rights in Mississippi Digital Archive</em> http://www.lib.usm.edu/~spcol/crda/oh/watkins.htm.
Rights
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Used by permission of University of Southern Mississippi Libraries.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1995
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Subject
The topic of the resource
Civil Rights and Citizenship
SNCC
Voting