Resource
Units

ON INTERGROUP RELATIONS

ANTI-DEFAMATION LEAGUE OF B'NAI B'RITH

DESEGREGATION IN PUBLIC SCHOOLS

Since the Supreme Court rulings, there has been a tendency to regard desegregation as a Southern problem with which teachers only in the South need to be concerned. However, the entire nation has been involved in the controversy. Although it is true that the press stresses events below the Mason-Dixon line, it would not be hard to find communities in the far Northwest and elsewhere which completely exclude Negroes even from college towns; in the Northeast and elsewhere which confine them to one part of the town and, therefore, to certain schools; and in the middle states and elsewhere in which children have never seen Negroes.

Migration from the South, transient workers and the fact that so many people move from place to place have increased the number and the problems of changing neighborhoods. These factors, as well as the specific problem of desegregating schools in the South, point to the necessity for getting people in all parts of the country ready to accept new neighbors who may be different from themselves. Preparation for living in a changing society is a primary objective of the public schools. Desegregation, in its broadest sense, is therefore an immediate concern common to teachers and pupils throughout the nation.

Some teachers wonder how to prepare themselves, their pupils, and the community for these changes in the pattern of school life. This resource unit is offered as an aid to help them plan for the necessary learning experiences. Its wide variety and range of suggestions for content, material and learning activities will enable each teacher to make his own daily and weekly plans for classroom work. The teacher who uses it as a pre-planning guide can select whatever content is suitable to the maturity level of his students and those learning activities which are possible of accomplishment in his own particular situation and community setting.

The classroom methods which characterize unit teaching will facilitate achievement of the desired outcomes. They include pupil-teacher planning; sub-group or committee work; opportunities for securing information from many kinds of sources and for sharing thought, information and experiences; critical thinking; and individual and group evaluation.

For some students vocabulary may present a barrier to reading. It is advisable, therefore, for the class to do some preliminary study of the words and terms to be encountered. Other words can be studied best as they come into use during research and discussion, and as they are encountered in scanning newspaper headlines and in browsing through printed materials.

What parts of the suggestions for content are to be included in a classroom unit has to be determined as students raise questions during the pupil-teacher planning sessions.

Whether or not to include some of them and certain kinds of learning activities will depend upon what is happening in the specific community and its geographical location.

The materials included in this resource unit are typical of the larger amount of material that is available. Those items listed on the chart and others, are documented on the pamphlet. Additional copies of the unit can be obtained from ADL regional offices or from the national office at 515 Madison Avenue, New York 22, N. Y.

<table><thead><tr><th>CONTENT</th><th>MATERIALS</th><th>TEACHER ACTIVITIES</th><th>PUPIL ACTIVITIES</th></tr></thead><tbody><tr><td>Word Study and Clarification of Terms such as:<br>bigot<br>desegregation<br>discrimination<br>emancipation<br>gerrymander<br>hostility<br>integration<br>integrity<br>intercultural<br>manifesto<br>minority group<br>nullification<br>prejudice<br>scapegoating<br>segregation<br>status quo<br>stereotype<br>Supreme Court<br>tension</td><td>newspapers<br>books<br>dictionaries</td><td>teaching spelling and meaning<br>accumulating books, pictures<br>inspecting unit record-book work<br>directing committee to secure needed materials and films<br>giving spelling tests<br>directing committee activities</td><td>dictionary work<br>recording spelling words in unit-record book<br>writing in unit-record book sentences for words in list-learning to spell them<br>taking spelling tests<br>recognizing words in newspaper articles and books<br>letter writing to secure printed materials and films — by selected committee</td></tr><tr><td>Establishing Such Concepts as:<br>civil rights<br>civil liberties<br>freedom<br>equality<br>due process<br>moral justice<br>human dignity</td><td>Books and pamphlets:<br>President's Report on Civil Rights<br>ADL Freedom Pamphlet: "Civil Rights — Barometer of Democracy"<br>"Little Stories on Big Subjects"<br>"Vegetables and People"<br>cartoons<br>Films<br>"Wanted — A Place To Live"</td><td>making materials available<br>assisting pupils with committee work<br>reading and criticizing written work<br>explaining<br>arranging for speakers on civil rights</td><td>panel discussion — What is freedom?<br>collecting, mounting, pasting of cartoons by selected committee<br>cataloguing of books for class use by selected committee of librarians<br>writing brief paragraphs about concepts in unit-record book<br>organizing questions to be sent to speaker — selected committee<br>listening to speaker<br>writing letters of thanks to people from whom films were obtained, and to speaker</td></tr><tr><td>Great Democratic Documents such as:<br>Washington's Letter to Jewish Congregation of Newport, 1790<br>The Constitution</td><td>books containing the documents<br>replicas of the documents</td><td>making books available and helping pupils to find and read documents<br>explaining documents</td><td>copying into unit-record books names and significant parts of important documents<br>memorizing significant passages by those who can and want to do so</td></tr></tbody></table>

<table><thead><tr><th>CONTENT</th><th>MATERIALS</th><th>TEACHER ACTIVITIES</th><th>PUPIL ACTIVITIES</th></tr></thead><tbody><tr><td>The Bill of Rights<br>The Emancipation<br>Proclamation<br>Lincoln's Gettysburg<br>Address<br>The Declaration of<br>Human Rights</td><td>Films<br>"Heritage"<br>"Boundary Lines"</td><td>leading discussions<br>securing and showing films</td><td>research by selected committees to get historical facts and stories of people who fought for democracy<br>recording in unit-record books historical facts surrounding the creation of the documents<br>panel discussions by selected participants, following showing of films<br>organizing a file box for clippings by selected committee — continuous filing of clippings<br>clipping articles appropriate to the unit, for filing<br>committee could draw up a Declaration of Democracy — 1957, combining ideas from historic documents and original statements</td></tr><tr><td><strong>Democratic Principles</strong><br>Worth and integrity of every human being<br>Each person plays a significant role in a democracy<br>Each person has responsibility for what happens in a democracy<br>Every person has the possibility of rising to a position of importance in a democracy<br>Every person has a right to share in making decisions and determining policies that affect his life</td><td><strong>Books</strong><br>social studies textbooks<br>"The Democratic Way of Life" — Smith & Linde-man (Mentor Book)<br>"You and Democracy" — Gordon (Dutton & Co.)<br><strong>Films</strong><br>"High Wall"<br>"Sing a Song of Friendship"<br>"To Live Together"</td><td>explaining principles<br>explaining methods of work used in classroom in terms of principles being studied<br>pupil-teacher planning<br>distributing recognition and reward in terms of quality of job done<br>using committees and sub-groups which give opportunity to develop leadership and membership skills and abilities<br>providing for evaluation discussions in which pupils recognize individual strength and weakness and values of group work</td><td>participating in pupil-teacher planning<br>participating in group work<br>participating in discussion<br>evaluating group work, leaders, self<br>reading of documents<br>recording the principles in unit-record books<br>preparing and acting out a dramatization to contrast a classroom in which democratic principles are used as a basis for activity, and one in which autocracy is used<br>panel discussion — What is responsibility of individual in a democracy?</td></tr><tr><td><strong>Race</strong><br>Factual study to learn what race is and is not<br>Names and locations of major races of mankind<br>Facts about relative size of racial groups in the world, in the United States, in the city, in the locality, in the school<br>Stereotypes</td><td><strong>Books</strong><br>"People Are Important" — Evans<br>"Strange Career of Jim Crow" — Woodward<br><strong>Pamphlets</strong><br>"Sense & Nonsense About Race" — Alpenfels<br>"What is Race" — UNESCO<br>"ABC's of Scapegoating" — Allport<br><strong>Pictographs</strong> — "The Races of Mankind"<br><strong>Films</strong><br>"The Toymaker"</td><td>pupil-teacher planning of content and activities<br>securing necessary books, pamphlets, films, filmstrips, recordings<br>organizing sub-groups to read specific materials and report to class about them<br>showing films, filmstrips<br>arranging for recordings<br>conducting discussion on filmstrips, films, recordings, readings<br>inspecting unit-record books</td><td>participating in pupil-teacher planning<br>reading material according to committee assignments<br>reporting to class on reading<br>discussing films<br>making and/or copying charts and pictographs on large posters — selected committee<br>recording of factual material in unit-record book<br>singing appropriate songs</td></tr></tbody></table>

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<table><thead><tr><th>CONTENT</th><th>MATERIALS</th><th>TEACHER ACTIVITIES</th><th>PUPIL ACTIVITIES</th></tr></thead><tbody><tr><td>Anti-racial prejudices and discriminations</td><td>"Picture in Your Mind"<br>"Brotherhood of Man"<br>"Skipper Learns a Lesson"<br>Recording — "Little Songs on Big Subjects"</td><td>using evaluation tools: tests, inventories, discussions—to measure command of facts and attitude changes<br>setting up role-playing experiences</td><td>taking tests<br>participating in discussion<br>self and group evaluation<br>role playing</td></tr><tr><td><strong>Supreme Court Decision</strong><br>Facts about the Supreme Court and how it works<br>What segregation laws exist in the South, in the North, in your community<br>How laws get made and enforced<br>How laws get changed</td><td>issues of "Southern School News"<br>Pamphlets<br>"Racial Equality and the Law" — Berger, UNESCO<br>"Schools in the South" — Southern Regional Council, Atlanta, Ga.<br>"Working Together" — American Friends Service Committee, Philadelphia, Pa.<br>chart showing the structure of the government<br>newspapers<br>speakers</td><td>securing books, pamphlets and newspapers<br>organizing sub-groups to do reading and reporting<br>explaining<br>inspecting unit-record books<br>arranging for speakers<br>conducting discussions</td><td>clipping, mounting, filing appropriate newspaper articles and other materials — selected committee<br>copying charts on large posters — selected committee<br>reading and reporting according to committee assignments<br>recording of factual material in unit-record books<br>organizing questions to be sent to speaker — selected sub-group<br>writing thank-you letters to speaker</td></tr><tr><td><strong>What Is Happening As Result of Supreme Court Decision?</strong><br>in the North<br>in the Border States<br>in the South</td><td>"Southern School News"<br>"Race Relations Law Reporter"<br>newspapers<br>reprints of articles<br>N. Y. Times, Suppl. — 3/13/56<br><br>Magazines<br>Collier's—10/29/54<br>Redbook—10/19/54<br>Sat. Eve. Post—6/19/54<br>10/11/55<br>Harpers—9/19/54<br>Look—4/3/56<br><br>Pamphlets<br>"Education In A Transition Community" — Grambs, NCCJ<br>"The St. Louis Story" — Valien</td><td>securing materials<br>organizing sub-groups to do reading and reporting</td><td>reading<br>reporting on reading<br>recording factual material<br>planning, conducting and reporting on interviews by sub-group<br>making maps<br>panel discussion — How can we do away with segregation?<br>report on what groups are working for and against segregation<br>role playing</td></tr><tr><td><strong>What Does This All Mean for Democracy? for Us?</strong><br>What can each of us do?<br>Should we tell others?<br>How?</td><td>Books<br>"The Negro and the Schools" — Ashmore<br>"Citizen's Guide to Desegregation" — Hill &amp; Greenberg<br>"Integration North and South" — Loth &amp; Fleming</td><td>organizing sub-groups to interview specific persons with respect to meaning of the desegregation movement for America<br>arranging for evaluation discussions:<br>what were the strengths, the weaknesses?<br>what do we still need to know, to do?</td><td>interviewing<br>discussing the meaning of the unit, evaluating group work, products, leaders, self<br>making plans for culminating activity<br>carrying out plans</td></tr></tbody></table>

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<table><thead><tr><th>CONTENT</th><th>MATERIALS</th><th>TEACHER - PUPIL ACTIVITIES</th></tr></thead><tbody><tr><td></td><td><strong>Books</strong><br>“A Manual of Intergroup Relations”—Dean &amp; Rosen<br>“Forbidden Neighbors” — Abrams<br><br><strong>Magazines</strong><br>Life series—9/3/56 through 9/24/56<br><br><strong>Pamphlets</strong><br>“Miracle of Social Adjustment”—Hansen<br>“Right of Every Child”<br>“How to Use Discussion 66”<br>“To Clarify Our Problems”<br><br><strong>Films</strong><br>“Which Way for Human Rights?”</td><td>pupil-teacher planning of culminating activity such as:<br>panel discussion in assembly and at PTA meeting<br>writing letters to parents and friends<br>dramatization or other kind of assembly program<br>presentation of accumulated materials to library</td></tr></tbody></table>

REFERENCE MATERIALS

Elementary School Materials

(grades 4 through 6)

GRAPHICS—DEMOCRACY IN THE CLASSROOM—a series of posters in full color accompanied by a teacher's guide. Includes, "Just Born—All Americans," "America's Future—Its Children;" 10¢ a poster; 5¢ for guide; Blotters (500 for $5.25), Bookcovers (500 for $5.75), and Bookmarks (500 for $3.25) on human relations themes. IAD*

BOOKS—"All About Us," Evans, Capitol Publishing Co., N. Y., 1947, $2.50
The story of people, their beginnings and wanderings over the earth with explanation of skin color differences, changes in custom and language.

BOOKLETS—"The Rabbit Brothers" ADL*, 35 pp, 10¢
Cartoon pamphlet about two rabbits; one who dislikes other rabbits who are different, and the other who tries to find some good in all rabbits.

"Little Stories on Big Subjects," ADL, 75¢
Box of seven short stories, providing vicarious experiences in solving problems of human relations.

FILMS—"The Toymaker," ADL, 15 min.
Two handpuppets are friends until they discover they are "different."

"Skipper Learns a Lesson," Encyclopedia Britannica, 10 min.
Susan and her dog Skipper move into a new neighborhood where he doesn't like the dogs that are "different" from him, until a sad experience teaches him a lesson.

"Sing A Song of Friendship," Part I and Part II, each 10 min. color
Irving Caesar's lyrics which sing of human rights are coordinated with animation.

FILMSTRIP—"About People," 63 frames, color cartoon, ADL, 35 mm, $5.00
Based on the Evans' book, "All About Us," it tells the story of people; why they are different, and in which ways they are alike.

RECORDINGS—
"LITTLE SONGS ON BIG SUBJECTS," IDE,* 33¼ and 78 rpm, $3.00
Eleven one-minute jingles on democratic themes.

Junior High School Materials

(grades 7 through 8 or 9)

BOOKS—"People Are Important," Evans, Capitol Publishing Co., N. Y., 1951, $2.50
How two billion people have different ways of living and what makes every one of us important.

"About People" Comic book, ADL, 100 for $1.50
Tells about common origins of all men and the need for interreligious and interracial understanding.

PAMPHLET—"Vegetables and People," ADL, 5¢
A graphic presentation of the source of some prejudices, followed by a meaningful device for self-survey and evaluation.

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FILMS—"A Girl from Puerto Rico," Information Sect., Department of Labor, Puerto Rico, 88 Columbus Ave., New York 23, N. Y. 18 min.
A Puerto Rican girl experiences feelings of hostility until her teacher and classmates study her country's history, and the children begin to understand each other.

"Heritage," ADL, 10 min. color
An animated color cartoon on Human Rights.

FILMSTRIP—"We Are All Brothers," (40 frames, sound, black and white), Public Affairs Committee, New York, $3.50

## Senior High School

(grades 9 to 12)

GRAPHICS—"Working Side By Side," "True Americans," Posters, IAD, 10¢

BOOKS—"The Negro and the Schools," Ashmore, Harry, U. of N. C. Press: Chapel Hill, 1954, $2.75
Report on the patterns and problems of bi-racial education in the United States, with information about segregation and experiences in integration.

"Forbidden Neighbors," Abrams, Charles, Harper & Bros., 1955, $5.00
Housing expert presents case histories of racial discrimination in housing, and shows how slums, crime, disease, and increased taxes for fire, police, and welfare services are the results of such prejudice.

"Community in Crisis," Tipton, James H. Teachers College, Columbia Univ., 1953, $3.75
Examination of a middle western community where the integration of Negroes into the public school system was accomplished in 1947.

PAMPHLETS—"In These Ten Cities," Crosby, Public Affairs Pamphlet, 30¢
A report on the shocking housing conditions of many minority peoples, the factors responsible for this situation and the evils resulting from it.

"Sense and Nonsense About Race," Alpenfels, Friendship Press, 1946, 25¢
A description of the concept of race and racial problems, simplifying anthropological terminology.

"The Race Question in Modern Science" (Series) Pamplets, UNESCO, 25¢ each
*The Race Concept, 1953, Racial Myths, 1951, Race and Biology, 1951, The Roots of Prejudice, 1951, Race and Psychology, 1951, Race and Culture, 1951, Race and History, 1952, The Significance of Racial Differences, 1952, Race Mixture, 1954.

"What is Race?", UNESCO, 1952, $1.00
Information graphically presented about the biological aspects of race.

FILMS—"The Challenge," ADL, 30 min.
Based on the President's Committee on Civil Rights Report, a photographer-writer team make a nation-wide search to discover what people are doing to safeguard democracy.

"Brotherhood of Man," ADL, 10 min. color
Based on "Races of Mankind," an animated cartoon revealing the scientific facts of the biological common origins of all people.

"Boundary Lines," ADL, 10 min. color
Cartoon technique makes a plea to eliminate the arbitrary boundary lines which divide people.

"To Live Together," ADL, 30 min.
Tells about the experiences and difficulties encountered by a group of children at an interracial summer camp.

"Picture in Your Mind," ADL, 15 min. color.
Depicts the tribal roots of prejudice and asks each individual to re-examine his conscience to see whether his ideas are distorted.

"Color of A Man," International Film Bureau, 6 No. Michigan Ave., Chicago 2, Ill. 18 min. color; free loan
Deals with the conditions of the American Negro and the efforts made to better those conditions.

"The High Wall," ADL, 32 min.
The case study of a bigot, and how he became "infected."

"Which Way for Human Rights?", ADL, 9 min.
Documentary photographs and animation review the accomplishments of the UN in the field of human rights — and then examines plans for the future.

FILMSTRIP—"None So Blind" (35 mm., color cartoon, 55 frames) $2.25. Sound version (33 1/3 rpm records) 15 minutes, with discussion guide, $6.00.
A light satire on the problems of prejudice and a thoughtful analysis of the need for good human relations.

REPORTS—"Southern School News"—P.O. Box 6156, Acklen Station, Nashville 5, Tenn.
"Race Relations Law Reporter," School of Law, Vanderbilt U., Nashville, Tenn.

## Teacher In-Service Education

BOOKS—"Intergroup Education in Kindergarten—Primary Grades," Stendler & Martin, Macmillan, 1953, $2.50
Discussion of children's attitudes and how they develop, with suggested activities in intergroup education.

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"The Social Psychology of Prejudice," Saenger, Harper & Bros., 1953, $4.00

The nature and causes of prejudice and discrimination, their cost to society, and techniques helpful in combatting these evils.

"The Junior High School—Today and Tomorrow," Noar, Prentice-Hall, 1953, $4.75

Teaching and organizing procedures for the development of a junior high school curriculum based on the needs of early adolescents. Chapter 3, Human Relations Education; Chapter 16, resource unit outlines; and Chapter 17, reports of classroom work.

"Curriculum Guide for Democratic Human Relations," Cambridge, Mass. Public Schools, 1954

"A Manual of Intergroup Relations," Dean and Rosen, Univ. of Chicago Press, 1955, $3.75

A manual of practical principles and techniques which tells how to work for better intergroup relations in the community.

"Race Awareness in Young Children," Goodman, Cambridge, Mass., Addison-Wesley, 1952, $3.75

A study of nursery children, and what they think and feel about race.

"They Learn What They Live," Trager and Yarrow, Harper & Bros., 1952, $4.50

In-service education programs and experimental work with children are documented, interpreted, and evaluated in an attempt to understand the genesis and the nature of prejudice in children.

"The Nature of Prejudice," Allport, Addison-Wesley, Cambridge, Mass., 1954, $5.50

Discussion of the legal, social, and economic aspects of group prejudice with special emphasis on the deeper psychological causes of hatred and conflict, and an evaluation of the existing programs to reduce intergroup conflict.

"The Fears Men Live By," Hirsch, Harper & Bros. 1955, $2.75

Summary of the main points in the five-volume "Studies in Prejudice" series.

"Public Education in the South, Today and Tomorrow," Griffin & Swanson, U. of N. C. Press, Chapel Hill,

1955, $2.00

A handbook of basic data on Southern schools, as they are today and as they can be in the next decade.

"Now is the Time," Smith, Viking Press, N.Y., 1955, $2.00

Prompt integration in American schools is of prime importance in terms of America's relations with the rest of the world.

"The Strange Career of Jim Crow," Woodward, Oxford U. Press, N.Y., 1955, $2.50

The development of segregation in the South from 1877 up to the present, emphasizing the political, economic, and social conditions which combined to give rise to each phase of race relations.

"Integration North and South," Loth & Fleming, The Fund for the Republic, N.Y., 1956, 40¢

A listing of incidents where desegregation has proceeded peacefully during the past two years in education, employment, housing, and elsewhere.

"Citizen's Guide to Desegregation," Hill and Greenberg, Beacon Press, Boston, 1955, $1.00

Survey of the social and political background of the Negro since Reconstruction, and a detailed record of his legal status to the implementation degree of the Supreme Court.

### REPRINTS—Available from ADL:

"The Negro in America Today," Paton, Collier's, October 15 and 29, 1954, 10¢

"Report on the South: the Integration Issue," N.Y. Times, March 13, 1956, 5¢

### PAMPHLETS—"The Negro in Postwar America," Rose, ADL, 1950, 25¢

Historical review of the position of the Negro in this country with special emphasis on his status during the years immediately following World War II.

"Education in a Transition Community," Grambs, NCCJ, 1954, 25¢

Discussion of the problems presented by the Supreme Court's decision, with suggestions for school administrators, teachers, parents, and community leaders.

"The Right of Every Child" American Friends Service Committee, Washington, D.C., 1955

The story of the Washington, D.C. program of school integration.

"Readings in Intergroup Relations," Storen, NCCJ, 1956, 25¢

Annotated list of the latest books on interreligious, interracial and other group relations.

"Guide to Films in Human Relations" DAVI—NEA—ADL, 1954, $1.00 (limited amount available)

"Feelings Are Facts," Heaton, NCCJ, 1951, 25¢

The important role that the feelings of and about minority-group children play in the human relations program of the school.

"What's Happening in School Integration?", Fleming and Constable, Public Affairs Committee Pamphlet,

1956, 25¢ No. 244

Report on studies conducted by the Southern Regional Council regarding the attitudes of southern states toward school integration, and the implications of the Supreme Court decision for the non-South.

"How To Use Discussion 66," ADL, 5¢

Step-by-step directions are described for the use of a discussion method, more frequently called the "buzz session."

"To Clarify Our Problems: A Guide to Role Playing," ADL, 10¢

A guide to help group leaders use techniques of role-playing as a discussion method.

"Civil Rights—Barometer of Democracy," Sparling, ADL, 25¢

Examination of the status of civil rights in the United States.

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"Miracle of Social Adjustment," Hansen, ADL, 35¢
The integration of the Washington D.C. schools.

"ABC's of Scapegoating," Allport, ADL, 1948, 25¢
A study of the psychological mechanisms behind scapegoating.

"Strangers and Neighbors," Senior, ADL, 1952, 25¢
Problems of the Puerto Rican migrant and how these problems are being handled.

"The St. Louis Story," Valien, ADL, 1956, 35¢
A study of the successful desegregation of schools in St. Louis, and the factors behind it. Author offers a 7-point program as a guide.

"Racial Equality and the Law," Berger, UNESCO, 1954, 25¢
The effects of anti-discrimination legislation on prejudiced attitudes and practices, particularly in employment. A thorough coverage of local, state and federal action in this field.

"Current Problems and Issues in Human Relations Education," ADL, 1955, $1.00
Contains speeches by leading educators as presented at the National Conference on Human Relations Education, and summarizes their findings.

"Research Report Bulletin—The Intelligence of the American Negro," ADL, 1956, 15¢
Robert D. North reviews empirical evidence, and reaffirms the conclusion that intelligence based on racial differences is scientifically unsound.

FILMS—"The Quiet One," Athena Films, Inc., N.Y.C., 67 min.
The story of the readjustment of an emotionally disturbed Negro boy, the victim of a disrupted home.

"Wanted—A Place to Live," ADL, 15 min.
A story of racial prejudice and discrimination when a student at a university tries to find housing accommodations.

"Can We Immunize Against Prejudice?", ADL, 7 min.
Shows how three parents try to prevent prejudice in their children.

RECORDING—"The Negro and the Schools" ("Doorway to the Future" Series), National Citizens Commission for the Public Schools, N.Y.C.

PERIODICALS—Educational Leadership, Nov., 1955, "Integrating Minority Groups into the Public Schools"
The Annals, March, 1956, "Racial Desegregation and Integration"
The Journal of Negro Education, Summer, 1956, "Education Desegregation 1956"
Social Problems, April, 1955, "Desegregation in the Public Schools"

MAGAZINES—"Segregation Was Doomed Before the Court Acted," Saturday Evening Post, June 19, 1954
"When Negroes Entered a Texas School," Morse, Harpers, Sept., 1954
"In Baltimore the Desegregation Crisis Didn't Come Off," Saturday Evening Post, October 1, 1955
"The South Vs. The Supreme Court," Look, April 3, 1956

° ADL —Anti-Defamation League of B'nai B'rith, 515 Madison Ave., N.Y.C.
NCCJ—National Conference of Christians and Jews, 43 West 57th St., N.Y.C.
IAD —Institute for American Democracy, 515 Madison Ave., N.Y.C.
IDE —Institute for Democratic Education, 515 Madison Ave., N.Y.C.
AFSC—American Friends Service Committee, Washington, D.C.

515 MADISON AVENUE, NEW YORK 22, N. Y.

RESOURCE UNITS
ON INTERGROUP
RELATIONS

Published by the Anti-Defamation League of B'nai B'rith, 515 Madison Avenue, New York 22, N. Y.
**Officers:** Henry Edward Schultz, national chairman; Meier Steinbrink, honorary chairman; Barney Balaban, A. G. Ballenger, A. K. Cohen, Frank R. S. Kaplan, Herbert H. Lehman, Leon Lowenstein, Benjamin Samuels, Melvin H. Schlesinger, Jesse Steinhart, William Sachs, honorary vice-chairmen; Joseph Cohen, Jefferson E. Peyser, Max J. Schneider, vice-chairmen; Jacob Alson, treasurer, Herbert Levy, secretary; Bernard Nath, chairman; Paul H. Sampliner, vice-chairman, national executive committee; Benjamin R. Epstein, national director. Oscar Cohen, director, national program division; Oscar Tarcev, publications department.

Education Department—Gertrude Noar, Director; Sydell Rabin, Assistant.

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