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Class 8- Violence & the Meaning of Self-Defense in Mississippi’s Freedom Summer w/ Prof. Denaud Analytics Table

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SECURING THE BALLOT- SNCC, MFDP, Political Power, and the Meaning of the Right to Vote in Freedom Summer Discussion Questions and Dilemmas: How did the Black community and SNCC activists understand the significance of the murders of Herbert Lee, Medgar Evers, and Louis Allen? How did the local conditions contribute to the philosophies of self-defense within and among Black Mississippi communities? How did this relate to SNCC activists and the idea of nonviolence? What was the national significance of the “Mississippi Burning” case and the disappearance of the civil rights workers—Andrew Goodman, Michael Schwerner, and James Chaney? How did Black communities react to the burnings of churches and other Black physical spaces? Readings and Resources: ● “Terror Reigns in Mississippi, “The Student Voice, May 19, 1964, Civil Rights Movement Archive, https://www.crmvet.org/docs/sv/sv640519.pdf (Via: crmvet) ● The Student Voice, June 30, 1964, Civil Rights Movement Archive, https://www.crmvet.org/docs/sv/sv640630.pdf (Via: crmvet) ● The Student Voice, July 22, 1964, Civil Rights Movement Archive, https://www.crmvet.org/docs/ sv/sv640722.pdf (Via: crmvet) ● SNCC WATS report, Church Burnings, Freedom Summer, July 11, 1964, Civil Rights Movement Archive, https://www.crmvet.org/docs/wats/wats_640711-b.pdf (Via: crmvet) ● Jack Minnis, “Mississippi: Chronology of Violence and Intimidation in Mississippi Since 1961,” Civil Rights Movement Archive, https://www.crmvet.org/docs/sncc_ms_violence.pdf (Via: crmvet) ● Forman, The Making of Black Revolutionaries, 277-91. ● Dittmer, Local People, 242-52. Other Resources: ● Charles Cobb, This Nonviolent Stuff’ll Get You Killed: How Guns Made the Civil Rights Movement Possible (Durham, NC: Duke University Press, 2015). ● Akinyele Umoja, We Will Shoot Back: Armed Resistance in the Mississippi Freedom Movement (New York: New York University Press, 2015).

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