Civil Rights Travel Course
Barbara Patrick
Barry Pyle
“The arc of the moral universe is long, but it bends towards justice.” (Theodore
Parker 1810; Martin Luther King 1958)
And the thing about an arc is that it is not a straight line. And while it might point to
justice, it may never get there and, if it does, it will not be in a straight line. In this
particular course, we will investigate the arc of history and the path of change in the
area of race relations. So why Mississippi? In many ways, Mississippi was the
hardest nut to crack. In 1964, it's history, politics, and cultures reveal that it had a
lot more to do with the Confederacy of the 1860s than the United States of the
1960s. In many ways ““Mississippi is like a whole other country” throughout the
20th century. Even today, similar to other places throughout the US, the vestiges of
racism, discrimination and segregation are still evident. Change was slow to come
to Mississippi and other parts of the US. Many would argue we still have a long way
to go. To be fair, change in such a grand scale is always difficult. Difficulty should
not forestall our efforts.
Our story doesn't begin in Mississippi. It begins even before founding of the country.
The institution of slavery existed in colonial America and persisted well into the
19th century. Attempts to eliminate the institution during the founding period failed.
The framers asked themselves questions like: Where will we put these people? Who
will pay for their release? If they stay here, what political rights will they have? And
maybe, the biggest question of them all was: if the Constitution eliminates slavery,
will the slave states adopt a Constitution. The answer to this final question was a
resounding no. Instead, the Constitution contains the 3/5 compromise and a 20 year
ban on stopping the importation of slaves as well as, eventually, a due process
clause which indicates that property can only be taken for public purpose if it's
owners are compensated (see Northwest Ordinance and Dred Scott). In other words,
the question of slavery and for that matter race relations were put off to another
time.
President Barack Obama referrers to slavery as America's original sin. In a very real
way he is correct. The vestiges of slavery and its innate inequality persist
throughout American history and explain the issue of race relations today. We see
its influence in the Civil War, the industrialization of America and the struggle for
individual rights that take place throughout the 20th and 21st centuries. None of
these epochs take place in a vacuum. They take place in a political, social, and
cultural context that serve as the basis for this course. Throughout it all, we will find
important individuals and groups engage in an epic struggle to maintain the status
quo or alter the course of human affairs. All of these events reflect who we are as a
nation and who we may become.
As we travel through Tennessee, Mississippi, and Alabama, our focus will be on how
these three factors and the interactions of groups and politics help explain race
relations in the United States and the struggle for civil rights. Each day, we will focus
on different aspects of politics, society, and culture and how these three things must
converge in order to bring about real structural and societal change. Change makes
for nice slogans and wonderful song lyrics but in reality it is something that is hard
fought for and difficult to achieve. It is a long struggle but it is worth it in the end.
Texts:
The Civil Rights Movement - Bruce Dierenfield –FREE ONLINE &
Suggested –
http://portal.emich.edu/vwebv/holdingsInfo?searchId=17262&recCou
nt=50&recPointer=0&bibId=1221537
Freedom Summer – Bruce Watson (as announced in class – please read
for exam)
A Note of Caution:
In addition to completing the required assignments on time,
students will be required to answer any and all questions in their
own words. That is, cutting and pasting answers from any source,
without proper citation, is a form of plagiarism and will not be
accepted. Any assignments that are completed in this way will NOT
be given credit and can result in disciplinary action by the
University. Answers that are copied, with proper citation, will not receive full
credit. Please see the University's policy on plagiarism and academic dishonesty at
http://www.emich.edu/studentconduct/facultylinks/academic_integrity.php
Judicial Services defines plagiarism as "Plagiarism - deliberate and knowing use of
someone else’s work or ideas as one’s own. Examples of plagiarism are: quoting a
source verbatim, or paraphrasing text from a given source, without properly citing
the source; turning in a research paper that was written by someone else; or in any
other way passing off someone else’s work as one’s own; or failing to give credit for
ideas or materials taken from someone else." The Halle Library site contains more
information about plagiarism and integration of sources at
http://www.emich.edu/library/help/integratingsources.php
Please be sure also that you understand the EMU Student Conduct
Code http://www.emich.edu/sjs/discproces.html and adhere to its
guidelines when interacting with others during this course. Being in the
‘academic-world’ does not mean that you will not be held accountable
for any unethical, discriminatory, or otherwise inappropriate conduct or
language as described in the Student Conduct Code. There will, no
doubt, be times when the topic of discussions will raise some very
passionate ideas from many different viewpoints. I strongly
recommend using language that is the least offensive and please
remember to not take things too personally. Lets try and be as
respectful of others ideas and viewpoints as possible. Please consult
http://www.emich.edu/studenthandbook/policies/index.php as I will
use it to govern the class.
Grades:
Participation on the Trip including filling out daily journals – 40%
Brief Take Home Exam Due April 3rd – 20%
Paper Due April 14th (Details Provided upon return – Pick topic while
traveling based on conversation with faculty) – 40%
Journal Entries for Civil Rights Travel Trip:
Each day you will provide answers to simple reflection questions. Here we ask you
to respond to reflections on what sounds, smells, sights, scenes and sensations
meant the most to you that day or stood out in your mind. You should write your
answers and be prepared to share. We reserve the right to collect these and read
them. Each day you will also receive a list of questions that you should use to focus
your attention on the days events. You will provide answers to these questions a
week after we get back. That said, you will want to take notes and jot down short
answers as well as be prepared to ask questions of your professors and presenters.
Finally, please find below a few big idea questions. These will make up your paper
in the class along with some of the more specific questions. Again, be careful to take
notes and be able to discuss these topics as we travel to make writing the paper all
the more easy.
Big Questions:
1) How does the structure of American government thwart change and why was
it designed that way? Pay special attention to Separation of Powers, Checks
and Balances, Federalism and the Bill of Rights. How did these factors impact
Freedom Summer and the Civil Rights Movement?
2) Pluralism is the idea that groups of likeminded people compete for political
power and policy within a governmental structure. Yet all groups are not
equal. Some have inside access to governmental power while others must
resign themselves to going outside government and to society directly. How
did the NAACP, SCLC, CORE, COFO and SNCC go around government in order
to bring about change? What groups opposed them and what tactics did they
use? Is group action enough? What are the strengths and weaknesses of
groups going outside of government?
3) Systemic and significant social change requires shifts in institutions and
ideology. History shows that change is often a function in alterations of
law/politics, culture and social toleration. How likely is change without all
three of these factors working in consort? Provide examples of legal and
political change failing during the “first reconstruction”. Why was the second
reconstruction “more” successful?
4) How successful was the Civil Rights movement of the 1940’s-1960’s? Did
some get left behind? Are there still vestiges of segregation and racism in
society today? What examples, if any, did you see in Mississippi? Do the
successes and failures of the Civil Rights Movement explain race relations
today? How are movements like Black Lives Matter and a resurgent Black
Panthers movement tied to the Civil Rights Movement? Are they a part of the
same movement or something different?
5) Where do we go from here? Do we need to go anywhere? What is the state
of race relations in the US today? Is the path forward about economics or
politics? Is the answer to that question yes or no? What will progress look
like and is it even possible?
Day 1: Long Distance Information Get me to Memphis, TN
Reflections:
Sounds:
Sights:
Smells
Scenes (Short Narrative).
Day 1: Questions:
1) A Trip to the National Civil Rights Museum: What one or
two things stood out the most? What were you surprised to see? How
did other visitors react to the things they saw at the museum? What
sights and sounds will you take with you?
2) 1)Explain the various controversies within SNCC and how they defined
the Summer of 1964 and its aftermath in and out of Mississippi Summer
Project:
a. Local Organizing or Outside Volunteers
b. Racial Integration and the Internal Operation of the Organization
c. Gender and Sex
d. Non-Violence and Violent Strategies
3) Where did the food and music you consumed come from? How are food,
music and culture similar between whites and blacks? How much
integration did you see at the festival?
4) How is the atmosphere in Memphis different than the one you saw or
experienced in rural Mississippi? Why?
Day 2: Reconstructions and Desegregation
Reflections:
Sounds:
Sights:
Smells
Scenes (Short Narrative).
Day 2 Questions:
1) What surprised you about Rust College? What role did HBCU play and what
role do they play now?
2) Describe the importance of the right to franchise. Why was it important to
Ida B. Wells and Bob Moses? How was it the focal point of Freedom Summer?
Why was its denial essential for Southern states to maintain their status quo?
How did States deny the franchise and what had to happen to ensure that
African Americans can vote? What are the Voting Rights Act of 1965, Baker v.
Carr and Reynolds v. Simms?
3) What are the two reconstructions? Why did one fail and the other have a
measure of success? Are we still in a period of reconstruction?
4) After the 1954 Supreme Court decision Brown v. Board of Education Medgar
Evers and others worked to end segregation at all levels of public education.
Discuss Medgar Evers and his contribution to school integration and the broader
Civil Rights Movement. Were there both positive and negative attributes to
school integration for the African American community, i.e. teachers, principals,
administrators, students and families? Has school integration been truly realized
in the South? What role do HBCUs play in this process? Are they necessary or
have they outlived their usefulness?
Day 3-4: Music, Movement and Money as well as Mound Bayou
and Greenwood
Reflections:
Sounds:
Sights:
Smells
Scenes (Short Narrative).
Day 3-4 Questions:
1) Who are Lewis Allen, Herbert Lee, Emmitt Till, Aaron Henry? Why are they
significant?
2) Some African Americans refer to the Blues as slave, plantation or prison
(Parchment Farms & Angola) music in the late 50's and early 60's. Why did
Muddy Waters go to Newport Jazz and Folk Festival? What impact did he
and others have on white music of the 1960’s? Ironically, who was scheduled
to play in Atlantic City the week after the 1964 Democratic National
Convention in the same building?
3) Why is music important to the Civil Rights Movement? Gospel, Folk, Blues
and Rock n Roll all played a part. Explain the impact of each. Name five songs
we played, who sang them and describe their significance.
4) Although the Civil Rights Movement highlights the struggles of African
Americans for equality, it might be argued that the role of women in the
movement is somewhat marginalized. Discuss the significance of Fannie Lou
Hamer, Ida B. Wells, Mary McLeod Bethune, Nina Simone (“Mississippi
Goddam”), and Rosa Parks. Have these and other women received the
recognition of their male counterparts? What factors might be used to
explain the difference in coverage that their contributions have received
compared to men in the movement?
5) What surprised you the most about Mound Bayou and the surrounding area?
How is the Delta different today than it was in the past and how is it the
same?
6) Can you feel the tensions created by differences in wealth, race, sex and
politics?
7) What role does religion play in Mississippi?
8) Does segregation still exist and, if so, how and why? Is it really different than
the past?
Day 5: The Other Philadelphia and Our Kosciusko
Reflections:
Sounds:
Sights:
Smells
Scenes (Short Narrative).
Questions:
1) Describe life in the Freedom Schools, Freedom Centers and Freedom
Democracy Project. Who did they teach in the schools and how easy was it to
register people to vote? How did the volunteers protect themselves? How
did the people they went to serve protect themselves? Who taught whom? If
you were an African American in Mississippi at the time, would you be happy
to see the volunteers? What impact did they have?
2) Contemplate the briefness and eternity of one Summer. What were the costs
and benefits of the program? What impact did it have? Would it have had the
same impact if Chaney, Goodman and Schwerner lived? Why did the country
reach to those deaths and not other deaths in Mississippi?
3) As you visit Dr. Patrick’s Church and community, what are your impressions
of the struggles of “everyday” people and how are they different from those
of an activist then and now?
4) What role does religion play in the African American and White communities
and are those roles different? Why?
5) How might the geography of the place impact its politics and social
structure?
Day 6: We’re Go’ in to Jackson, … MS
Reflections:
Sounds:
Sights:
Smells
Scenes (Short Narrative).
Day 6 Questions:
1) What role did Martin Luther King play in the Civil Rights Movement? Why
did it take a Minister, Politician and Humanitarian to play his role? What
should his legacy be? What is significant about the Letter from a Birmingham
Jail? Why did the letter inspire some and cause fear in others?
2) What were the interrelationships between NAACP, SCLC, CORE, COFO, SNCC,
and African American churches? How were they different and how were
they the same? How and why did they work together and struggle with each
while fighting for rights? Who is “da laud” and what impact did he have on
Mississippi late in the Summer of 1964?
3) What were (are)the White Citizen Council, Sovereignty Commission,
Association Tenth Amendment Conservatives, Redneck Boys and the Klu
Klux Klan and how did they work arm and arm with State and local
authorities? Why should you know the names Bull Connor (What was his
real name) and Governor George Wallace? How did Wallace’s run for
resident change American history? How might his run be related to Donald
Trump’s?
4) Thinking back on your travels during this trip, have your views or
perceptions of the South and the impact of the Civil Rights Movement been
altered? If so, how? If not, why?
5) Before and during the Civil Rights Movement many Southerners, particularly
African Americans, left the South to pursue a better life in places such as
Michigan, Illinois, and Wisconsin. In recent years many of them have begun
to return back to the South sparking the New Great Migration. Why do you
believe these citizens are leaving urban areas to return to the rural South? If
you had an opportunity to live in the South, would you? How is the North
different from the South? Are race relations better, worse or just different?
6) What surprised you the most during your trip?