4/27 Class Notes Summary:

Class started off with Dr. West sharing her opinions on Black lives matter, and how we as Christians should at least be willing to listen to those crying out for equality and true freedom. She highlighted what Bethany mentioned a few classes back that “history asks us to know something, but literature allows us to feel something”.

We then looked at the Universal Declaration of Human Rights and discussed about the importance of having equal access to justice. Then, touching on the poem “From the Mothers of Murdered Sons”, we saw the importance of the meanings that blood and birth brings. The symbolism that blood brings both life and death, and the reference of woman with Trinity. Even through anger and rage, the poet still turns to God. Which brings about hope knowing that the presence of God is still there.

As we dive into the poem “Left”, we came upon two important ideas. We mentioned the misspelling such as the missing “e” in “Please”, which reflects the importance of education and its privilege. Finney then connects this to those left behind, and being left out of such privilege. Not only that, Courtney brought out the importance of the repetition “Eenee Menee Mainee Mo”. This brought up a great discussion on how the poet uses the refrain and broken epigraph to thread the ironic fact that us (as readers) are watching a game. The entire poem threads along cultural moments and a sense of combat which makes us question who the hero and victim in the poem is, and ties along powerful allusions to current events.

Jay also presented on the importance of black power, and how Malcom X’s ideology influenced the perspectives of many through his legacy and his autobiography.

Analyzing “To Malcom X on His Second Coming”, we discussed how the poem started off with Malcom resurrecting, and landscaping through his own prophecy. Yet what he sees is not a positive image, and was not what he had envisioned for the black people. Rather, he sees signs of materialistic wealth, and griefs upon what he sees. The plantation porch addressing to Liza also signifies the different type of enslavement and division, reminding us that slavery is not dead. The poem ended with a powerful message to the reader. That we should anoint the young and to continue to hold on to the vision of what it means to be powerful as a black.

As we read the next poem, “Blues for Malcom X”, the figures that are put on the stamps signifies the attempt of trying to silence the voice of each of the figures. But the poet was able to show that the voice of Malcolm will not and cannot be silenced. We ended class with a powerful video on Finney’s Acceptance Speech.

Personal Notes:

Malcolm X and Black Power

   Malcolm X was born Malcolm Little on May 19, 1925 in Omaha, Nebraska. He was born to parents Louise Norton Little (mom), and Earl Little (father). His father was an outspoken Baptist minister and avid supporter of Black Nationalist leader Marcus Garvey. As a result of Earl’s civil rights activism, the family suffered death threats from the white supremacist organizations forcing the family to relocate twice before Malcolm’s fourth birthday. In 1929, their Lansing, Michigan home was burned to the ground. Two years later, Earl’s body was found lying across trolley tracks. The Littles were certain that members of the Black Legion (white supremacist organization) were responsible however, the police ruled these events as accidents. As a result of these incidents, Louise suffered emotional breakdown several years after and was committed to a mental institution, leaving her children split up among various foster homes and orphanages.

    In 1938, Malcolm X was kicked out of school and sent to a juvenile detention home in Mason, Michigan. He attended Mason High School wherein He excelled academically and was well liked by his classmates. This reality would soon change for Malcolm in 1939, when his English teacher asked him what he wanted to be when he grew up to which he replied with a lawyer. His teacher responded, "One of life's first needs is for us to be realistic. . .you need to think of something you can be. . .why don't you plan on carpentry?" Malcolm X dropped out of school the following year, at the age of 15.

  Malcolm then moved to Boston and found himself caught up in a lifestyle of drug selling and other crimes. In 1946, he and a friend were arrested and convicted on burglary charges causing Malcolm to be sentenced for 10 years and ultimately serving out 7 of those years imprisoned.

During this period of imprisonment, Malcolm’s brother Reginald would visit and discuss his recent conversion to the Muslim religion. Reginald himself belonged to the religious organization the Nation of Islam (NOI). Consequently he introduced Malcolm to the organization and Malcolm then began to study the teachings of NOI leader Elijah Muhammad. In 1952 Malcolm paroled and was also a devoted follower to the NOI with the new surname “X” (He considered “Little” to be a slave name and chose the “X” to signify his lost tribal name.) Malcolm was later appointed as a minister and national spokesman for the Nation of Islam. Malcolm x was also charged with the task of establishing new mosques in cities such as Detroit, Michigan, and Harlem. Through television, radio and newspaper columns, Malcolm X would communicate the NOI’s message across the United States. Malcolm X was articulate, passionate and inspirational to many. He exhorted black people to cast off racism "by any means necessary," one of which being violence.

"You don't have a peaceful revolution, you don't have a turn-the-cheek revolution. There's no such thing as a nonviolent revolution."

His militant proposals won him large numbers of followers as well as many fierce critics. Ultimately, as a result of his efforts, Malcolm was largely credited with increasing membership in the NOI from around 500 in 1952 to around 40,000 in 1960.

At the height of the civil rights movement in 1963, Malcolm’s faith was greatly damaged. He learned that his mentor and leader, Elijah Muhammad, was secretly having relations with as many as six women within the Nation of Islam organization, some of these relationships resulted in children. This revelation severed Malcolm’s relations with the NOI that would not be fixed again. As a result of a statement Malcolm made on the assassination of President JFK, Elijah Muhammad “silenced” Malcolm for 90 days. Malcolm, however, suspected he was silenced for another reason.

Malcolm X resigned from the NOI and took a trip to Mecca. There he discovered that orthodox Muslims preach equality of the races. Upon his return to the states he continued his engagement with the mainstream of the Civil Rights Movement, however, this time he was now open to voluntary racial integration as a long-term goal. This “new” Malcolm X would be short lived because on February 21, 1965 he was assassinated by members of the NOI at a rally in which he was speaking. three gunmen rushed Malcolm onstage and shot him 15 times at close range, consequently Malcolm died. Interestingly, Malcolm X had predicted that, though he had but little time, he would be more important in death than in life. Foreshadowing of his martyrdom is found in The Autobiography of Malcolm X.

  Malcolm X's ideals became the foundation for the Black Power movement itself. This movement, which gained prominence after Malcolm's death, began in the late 1960s. Its ultimate goal was to achieve “self-determination” for people of African descent. "Black Power" emphasized racial pride and the creation of black political and cultural institutions in order to promote black collective interests and values.

 The term was coined by Stokely Carmichael and Willie Ricks. Together they organized the Student Nonviolent Coordinating Committee (SNCC). This organization was committed to  nonviolence, however, the "Black Power" movement as a whole transitioned into more violent actions. One of the more violent and infamous groups were The Black Panther Party. This

organization was dedicated to socialism through the medium of violence. After years of violence, many left the movement and the police began arresting violent partakers within the movement.

Works Cited

"Biography." Malcolm X. N.p., 10 Feb. 2015. Web. 25 Apr. 2017.

http://malcolmx.com/biography/

History.com Staff. "Malcolm X." History.com. A&E Television Networks, 2009. Web. 25 Apr. 2017.

http://www.history.com/topics/black-history/malcolm-x

Fairclouth, Adam. "BBC - History - Better Day Coming: Civil Rights in America in the 20th Century." BBC News. BBC, 2003. Web. 25 Apr. 2017.

http://www.bbc.co.uk/history/recent/civil_rights_america_04.shtml

Muir, Hugh. "Malcolm X: the man behind the myth." The Guardian. Guardian News and Media, 07 Apr. 2011. Web. 25 Apr. 2017.

https://www.theguardian.com/world/2011/apr/07/malcolm-x-man-behind-myth

Class Notes 4/25

Today we are talking about the present and thinking about our knowledge of our past shape our lives today. We also talked about Black Lives Matter and Malcolm X and his life. We started out by thinking about human rights in our contemporary context. We did a reading accountability about Black Lives Matter, Hurricane Katrina and the way it affected our school, home and church lives. We also wrote about the essays that we read for today; “Black and Blue” and “The condition of Black Life is One of Mourning” and how they tell us about the state of racism in our contemporary context. The Black Lives Matter movement has been made easier to see with the invention of social media and that allowing people to see the way that Blacks were treated throughout our American History and even in the current society. It is offensive to say all lives matter instead of black lives matter because it diminishes the way that people feel about the suffering of the black community.

Dr. West then started talking about the 16th Street Baptist Church shooting and the Mother Emanuel. We learned that the Black church has been a target for white supremacist groups because the churches are the only thing that the Black community could own and control and the white supremacist groups tried to take that away. We then talked about the devastating Hurricane Katrina and how it affected the people of New Orleans. We then saw the statistics about the Hurricane and out of the ones who could not evacuate, 93% were black. The statistics also showed that the most devastated part was the ones in poverty. As a class, we then moved to a class discussion about “Of Poetry and Protest”, and the way that it talked about the murders and the way it had the list of deaths. Jordan made a comment about how important the movements are and that they have to work together to make the movement work. The essays set the stage of continuity of history with racism.

The two essays that we read for today, gave us a good look into the different treatment that whites get from blacks. We look at “The Condition of Black Life is One of Mourning” and can see that the continuity throughout our history and present of racism. The following quote caught the eye of us today in the discussion and shows us the way that the Black community lived through their days knowing that death is common amongst African Americans. “Dead blacks are a part of a normal life here” she would say it with very little emotion like they were very common amongst the African American lifestyle in the United States. The ability to tell your story and being heard is a huge stepping stone for moving forward with our history and present. All during our history as Americans, there have been differences between different types of people. Some were affected more so than others, for instance, the black community has been affected by the memory of slavery amongst other Americans. “Walking is as simple as putting one foot in front of the other, however walking is not so simple if you’re black” - (Black and Blue). This quote shows that not only is hard enough to live in the present, but when you have all of the stereotypes and memories of the past to live with, it makes it even harder. If you’re a part of a black community in America then it is tough for you and that’s why this quote was a big part of our class discussion for the day. Another quote that we talked about for the day was, “Do not run you have no rights”  (New Rules of the Road 87). This poem had a unique style it was written in to show that it was similar to the miranda rights, and that it also had no continuity.

In the end, today’s lesson was about breaking the continuity of racism. When you think back across American history, you can see little glimpses of racism no matter what era you are from. In the modern day, we have the shooting of Trayvon Martin and the Mother Emanuel shooting to show us that although we are not completely segregated like our predecessors, we are still drawing imaginary lines across the race gaps in America, whether we know it or not.  We as a whole need to break the continuity of our past and bring out the new age for all people.

Between the World and Me

For the response to Ta-Nahesi Coates's book, Between the World and Me, you can respond to anything that you find interesting, as long as you focus on one idea. Here are some possibilities: you could consider how he defines race and racism, the contrast he sees between his son's life and his own, audience (his son and...?), the allusion to what he calls "the Dream," or the significance of the title (what is between the world and him? How is he defining "world"?)  You are also free to choose other themes or recurring ideas in the text. The response is due on Tuesday, May 2, at 9:45 am.

Origins of the Black Lives Matter Movement

The Black Lives Matter Movement, is a movement created  in 2013 and started by three African American women named Alicia Garza, Opal Tometi, and Putrisse Cullors. The event that sparked these three women to take action was the murder of 17-year-old Trayvon Martin and the court case finding George Zimmerman not guilty of murder and manslaughter. Garza says that the creation of the movement "was a response to the anti-black racism that permeates our society and also, unfortunately, our movements" (Garza). According to Garza, the Black Lives Matter movement, "is an affirmation of Black folks' contributions to this society, our humanity, and our resilience in the face of deadly oppression".

The Black Lives Matter movement has drastically grown in popularity and recognition since its creation in 2013. Along with a mention on the television show Law and Order: SVU it has sparked countless other social movements such as brown lives matter, migrant lives matter, and migrant lives matter. This has been very good for society because it has brought recognition to all sorts of different kinds of oppression. Garza says that she does not mind any other group imitating the Black Lives Matter movement to bring awareness to oppression as long as it does not celebrate the imprisonment of any individual and it acknowledges the the Black Lives Matter to be the origination of the movement. She goes on to express her anger that certain groups have attempted to modify the movement in ways that take away from its intended purpose. Garza claims that it is not right that some groups are transforming the Black Lives Matter movement into something that actually takes away from the work put in by many African Americans. Garza says that there is no reason to change the specific call and demand around black lives. In fact, Black Lives Matter has even issued a series of non-negotiable demands that include:

• An end to discrimination and the full recognition of Black's human rights
• An immediate end to police brutality and to the murder of black people and all oppressed people
• A public education system that teaches the rich history of Black people
• Access to affordable healthy food for their neighborhoods

and many more. It is very upsetting to know that these have to be demanded. These seem like they should be assumed rights for everyone in the world. However, the Black Lives Matter movement is forced to take action to gain some of the most basic human rights.

A big advocate for the Black Lives Matter movement that has made the headlines recently is NFL quarterback, Colin Kaepernick. Kaepernick first made headlines when he decided not to stand up during the playing of the national anthem before one of his games. Kaepernick believed that he shouldn't stand for a flag that represents a country that is doing so much to oppress people of color.

Despite some taking this as an act of disrespect towards our flag and our country, this sparked a widespread movement across the country of athletes showing their solidarity together by either kneeling, not standing up, or putting a fist into the air. This did a lot to help the Black Lives Matter movement to gain traction because it made many other athletes feel comfortable enough to speak their mind about oppression.

The Black Lives Matter movement has been one of much controversy ever since its beginning in 2013. However, I feel that most of this controversy would disappear if much of its opposition would just hear out those who are calling for change. Instead of dismissing the movement, it would greatly benefit many people to educate themselves on the origin of this movement in order to see where its founders are really coming from.

Sources

"Black Lives Matter: Understanding Its Origins, History, and Agendas." Right Side News. N.p., 12 July 2016. Web. 25 Apr. 2017.

 Garza, Alicia. "A Herstory of the #BlackLivesMatter Movement." Black Lives Matter. N.p., n.d. Web.

Craven, Julia. "Black Lives Matter Co-Founder Reflects On The Origins Of The Movement." The Huffington Post. TheHuffingtonPost.com, 30 Sept. 2015. Web. 25 Apr. 2017.

 Baptiste, Nathalie. "The Rise and Resilience of Black Lives Matter." The Nation. N.p., 09 Feb. 2017. Web. 25 Apr. 2017.

Racial Disadvantages in the Criminal Justice System

            Criminal Justice system is defined as a system the government created to control crime and penalize those who violate the law. Yet there are countless times where history proves to us that it was created to a disadvantage for the African Americans. Instead, it seems more like a way people could gain control, power, and advantages over the African Americans (since they were considered as the minority group). Statistics have shown that even though they only take up about 13% of the entire population in America, 38% are punished and put in jail. 

            From as early as the early establishment of the U.S Constitution 1787, we can see how the law plays a disadvantage role for them. African Americans were once considered as 3/5th of a citizen in the constitution. Through history, we can see that there was a significant difference in the administration of justice when people were reviewing for punishment for crimes committed for both White and African Americans. For example, if an African American commits a crime, they would have to endure many biased juries who will often find reasons to prove them guilty. On the other hand, if a White American commits a heavy crime such as lynching or raping an African America, they were often proven innocent, granting them a free pass.

            Looking back in time, from the 1630-1865s many believed that “black life is cheap”, thinking that they weren’t capable of affording justice, they devalued African Americans by giving little justice to them compared to White Americans. At the time of slavery, history has already shown the marginalization and flawed bias in the criminal justice system. African Americans were seen as inferior to the Whites, and sold into labor to help boost the economy in the south. Slave codes were later established for anyone who tried to escape or fight against this slave life that was forced upon them. From example like these, we can see how the idea of whites being more superior than blacks are heavily weighted into the definition of what the justice system is like and should be. 

            Focusing especially on the slave code, it shows the injustice that the law created. Even though the action of slave trading often mean innocent African Americans being abducted, traded, and sold, very few whites were convicted or executed for their heartless action. Since people believed that death would be too big of a punishment for trading slaves, these white slave traders were considered “innocent”. Even after 1863 where slaves were free through the Emancipation Proclamation, black codes were still passed as laws to punish blacks who would “offend” the whites by testifying against them in voting or in juries. 

            Even recently, we can see the flaws in the criminal justice system through events such as the Trayvon Martin shooting case. An innocent 17 year old African American boy was shot by a watchman because of what supposedly was “self defense”. The boy was unarmed and was killed because the white watchman was overzealous and claimed it to be self defence. The justice department ended up charging this white watchman for civil rights violation, and was sparred all other charges because there was not enough evidence against the white watchman. 

            Examples like these show how the criminal justice system in America often turns a blind eye towards the white, which gives them the power to suppress and often control the African Americans socially. It gives us a glimpse into the injustices and inequality African Americans have been experiencing with this flawed criminal justice system. 

""Slave Codes"." Ushistory.org. Independence Hall Association, n.d. Web. 23 Apr. 2017.

http://www.ushistory.org/us/6f.asp

Parent, Anthony S. "Foul Means." Google Books. N.p., n.d. Web. 23 Apr. 2017.

https://books.google.com/books?id=IMk-ILLmq74C&pg=PA108&lpg=PA108&dq=slave+code+humiliation&source=bl&ots=h3gm0Edf3S&sig=LoOfqFHpi8I8seR5pWm7vkkx9q4&hl=en&sa=X&ved=0ahUKEwiQr_Obg7zTAhWIMSYKHSpMAR4Q6AEIaDAO#v=onepage&q=slave%20code%20humiliation&f=false

The System Isn't Broken, It Was Designed That Way: A Critical Analysis of Historical Racial Disadvantage in the Criminal Justice System I The Hampton Institute. N.p., n.d. Web. 23 Apr. 2017.

http://www.hamptoninstitution.org/systemisntbroken.html#.WPFF1Xc-Jol

"Trayvon Martin Shooting Fast Facts." CNN. Cable News Network, 28 Feb. 2017. Web. 23 Apr. 2017.

http://www.cnn.com/2013/06/05/us/trayvon-martin-shooting-fast-facts/

The Criminal Justice System. N.p., n.d. Web. 23 Apr. 2017.

https://victimsofcrime.org/help-for-crime-victims/get-help-bulletins-for-crime-victims/the-criminal-justice-system

Reading Response: Connections to the Past

The readings for Tuesday, 4/25, are making explicit (and sometimes not-so-explicit) connections between our contemporary context, and the history of racism and the movement for black freedom from other eras. Choose one of the texts and show how it invites us to think about that movement as continuous and not isolated, how it invites us to see our current context as connected to and a product of our past. Responses are due by 9:45 am, Tuesday, April 25.

Rosa Parks

Rosa Parks became a symbol of America Civil Rights when she refused to give up her seat to a white woman. She was born in Tuskegee, Alabama February 4^th, 1913. Growing up she attended segregated schools in Montgomery, Alabama, but dropped out to take care of her grandmother and mother in Pine Level, Alabama. Later, she returned to Montgomery, and started working for voter registration and desegregation. She met her husband Raymond Parks, a barber and an active member of the National Association for the Advancement of Colored People, which then Rosa started to work for as a chapter’s youth leader. She joined the NAACP in 1943.

On Dec 1^st, 1955, in Montgomery, Alabama, she sparked a national movement. There were segregated buses during this time. The bus driver would draw a line splitting the bus that separated whites and blacks. When more white people started to get on, the bus driver would continue to move the line back, leaving barely any room for black people to sit. Most of them had to stand. When Rosa was riding the bus that day, she was asked to give up her seat. The bus driver demanded that she move further back, and threatened to call the police if she did not move back, but she refused.

She was asked that day by someone, if she was tired. She said she wasn’t tired or old. But what she was tired of giving in. She was arrested for violating city ordinances. She got bailed out of jail and NAACP president rallied black commuters for a city wide bus boycott. African Americans did not ride the bus for months. They carpooled instead, and rode bikes, and evens stayed home from school/work. However, sometimes it wasn’t all nice. Whites would beat up African Americans and arrest people for boycotting.

On Dec. 20^th, 1956, Montgomery’s buses were desegregated by the order of the supreme court. The unity and spirit people maintained over the year of staying off the buses was encouraged by Martin Luther King Jr. at this time.

            After bus boycott Parks and her husband both lost their jobs. They were forced to move to Detroit, Michigan where she worked as a seamstress, secretary, and board member for planned parent hood. In 1992, Rosa published Rosa Parks: My Story, an autobiography recounting her life in the segregated South. In 1995, she published Quiet Strength which includes her memoirs and focuses on the role that religious faith played throughout her life. In 1996, she earned the presidential medal of freedom. In 1999, Time magazine chose Rosa Parks as one of the 20 most influential people in the 20^th century by her simple act of protest. She galvanized a civil rights revolution.  On Oct, 24^th, 2005 she died at the age of 92. In 2013, President Obama unveiled a statue in the capitol building commemorating Parks’ significant history.

 History.com Staff. "Rosa Parks." History.com. A&E Television Networks, 2009. Web. 19 Apr.

2017.

"Rosa Parks." Biography.com. A&E Networks Television, 18 Feb. 2016. Web. 19 Apr. 2017.

"Rosa Parks Biography." Biography Online. N.p., n.d. Web. 19 Apr. 2017.

Theoharis, Jeanne. "How History Got the Rosa Parks Story Wrong." The Washington Post. WP

Company, 01 Dec. 2015. Web. 19 Apr. 2017.