BLACK INK

February/March 2011

State of the Union

A Week of MLK Jr.

In the Pit: What is Love

!e Story Behind the History

A Flawed System

Turning Observation into Obligation

A Message from the Editor-in-ChiefBlack Ink 2

Let me ask you this… What is the state of the union? What’s the state of the black commu-nity? Black culture? Black history? Black love? What’s the state of UNC today?

!ese are the questions the Black Ink decided to tackle in this issue about the State of the Black Union. Everyone knows that when you start a new semester, especially a new year, it begins with goals – sometimes they’re achieved and sometimes they’re not. In this issue, we wanted to talk about the issues and goals that have been set for this semester by our society, our campus and us, as students.

But we didn’t just focus on what’s happening in the United States, this time we’re also going global. In this issue, we’ll cover the revolution happening in Egypt and how it connects to UNC.

Of course, this issue won’t be complete without highlights from our annual University Martin Luther King, Jr. Birthday Celebration and a recap of some of the Black His-tory events on campus. !ese are two major celebrations on campus, not just for Black students but for all Carolina students.

And as this semester continues to "y by, I have to stop and say thank you to all of you…our readers for sticking with us these past years. As your outgoing Editor-in-Chief, I am happy to say that working with the Black Ink Magazine has been one of the most ful#lling things I’ve done on campus. But wait, I’ll stop there with the emotional talk until graduation.

But as you take a stroll through the Pit or take a nap in the quad, bring a copy of this issue with you and enjoy reading.

Peace & Love,

Kirstin GarrissEditor-in-Chief

A Message from the Managing EditorBlack Ink 3

Hello Readers!With the closing of Black History Month, I couldn’t help but re"ect on the progress of the Black communi-ty. How far has Black America come since 1976, when this month was #rst observed? For that matter how far have we come since the abolition of segregation, or even slavery? With months dedicated to Black history, a Black president in o$ce, yet more Black men in jail than in college, what is the state of the Black commu-nity? To bring it closer to home, with the erection of the Sonya Hanes Stone Center, a confederate solider tower over the upper quad, more than 2500 black students, and an academic building named a%er an ex-Klu Klux Klan leader, what is the state of the Black community at UNC?

!is issue of Black Ink doesn’t answer these questions but it does ask them. And every revolu-tion, every #ght for change, begins with a question. Just because crosses are not burning in yards and “white only” signs do not hang from diner entrances, does not mean that there are no more questions to be answered or revolutions to be started. !e state of the Black Union is in the hands of Black America, it is in the hands of you and I, it is our choice on whether we will make a di&erence. And the same holds true for the Black community on this campus.

So if you have just opened up this issue, please take a seat and enjoy this read. As always, I hope this issue opens your eyes, expands your thoughts, challenges your ideals and charges that in-ner revolutionary spirit. We thank you for your relentless support as we uphold the success of this publication. And with your help we will continue to represent the Black presence on UNC’s campus through informative and revolutionary media.

Sincerely,

Brittany JohnsonManaging Editor

Guest WriterBlack Ink 4

In 2005, UNC erected a monument to the un-sung founders on McCorkle Place.

!ough this monument adds to the University’s landscape or stands as a remembrance of the generally forgotten slaves who built and sta"ed the ante-bellum Chapel Hill campus, it does not tell a very complete story.

In the University archives and in the memories of many local people are the names and life sto-ries of many of the people who worked in slavery on this campus.

We should sing the names of such people as Sam Morphis, an enslaved carriage driver who could not be freed even with the e"orts of over 300 UNC students; Dilsey Craig who was enslaved for 60 years in the home of Professor James Phillips (of Phillips Hall fame); and November Caldwell who was owned by University Presi-dent Joseph Caldwell.

Two men who illustrate the nature of being black in North Carolina in the ante-bellum pe-riod, and the deep roots with slavery that exist at UNC are George Moses Horton and Wilson Swain Caldwell.

George Moses Horton

In 2006, o#cials of UNC-Chapel Hill decided to rename a new dormitory a$er George Moses Horton, perhaps the best remembered of Chapel Hill’s black citizens of the 19th century.

Horton was born in Northampton County in 1798, the legal property of William Horton. In 1800, the Horton family and slaves moved to Chatham County, eight miles from the new Uni-versity.

While working in the common agricultural pur-suits of a boy enslaved in North Carolina’s pied-mont, George Horton began to plot a literary life.

He joined other enslaved people on campus who were paid for amusing students – as hunting guides, or as jesters (one man broke boards on his head), or, in his case, as a poet.

Horton %rst hired his weekends from his owner. !en, he spent all of his time in Chapel Hill serv-ing students and composing poems.

His works were in great demand both as curiosi-

!e Story Behind the

HistoryTim McMillan

African and African-America Studies; guest

writer

ties and as tools to obtain the a"ection of young women.

Horton’s poetry was recorded and even pub-lished (before he was able to write them down himself because of his lack of education) and he was compensated for his e"orts. However, his quest for freedom was constantly thwarted.

Horton’s story is well recorded in the archives of UNC, in part, because his pleas for purchase and for help in achieving freedom were delivered to then-University President David Swain (owner of Wilson Caldwell) and remained in Swain’s pa-pers.

He is celebrated as an accomplished poet and a man who “rose above,” but the other side of the story is pushed into secondary signi%cance.

George Moses Horton became free as most black Carolinians did – he le$ Chapel Hill in the com-pany of Union soldiers upon the end of the Civil War and quickly migrated to Philadelphia. And yet, his narrative is pushed into the intersection of the faithful slave and the modern civil rights activist; he has become iconic of something that does not re&ect the reality of his life.

Wilson Swain Caldwell

On the 27th of February 1841, Wilson Caldwell was born as Wilson Swain.

Black Ink Guest Writer 5

Caldwell’s father was Dr. November Caldwell, a slave of former University President Joseph Caldwell; his mother, Rosa Burgess, a slave of the University President David Swain. Caldwell’s surname was that of his mother’s owner because of her slave status.

!e early history of the University is embod-ied within this man and formed from the hu-man property of two university presidents who are celebrated and remembered through UNC monumental architecture.

Wilson Swain Caldwell’s story, while present and in many ways more signi%cant to the evolution-ary history of the university than Horton’s, is more obscured in the modern landscape.

As a child, Caldwell was a personal slave to Rich-ard Swain, his owner’s son, and then, as a young teenager, he was an apprentice to the UNC’s chief gardener.

As an adult, Wilson served the University of North Carolina in a variety of roles both as an enslaved and freed man.

Before and during the Civil War, Wilson Caldwell performed the duties of a “university servant.”

Wilson Swain took the surname Caldwell at the end of the Civil War a$er he was freed from slavery. He continued to work as a (now paid) University employee until the University closed during reconstruction.

When the University re-opened in 1875, Caldwell returned to his former profession as a university servant at a salary of $15 per month.

In 1885, he became the Curator of South Build-ing and head of the University’s labor corps at $20 per month.

In 1886, Caldwell was elected to the Chapel Hill Board of Commissioners. He stayed at UNC for the rest of his life and died as a respected Univer-sity employee in 1898.

In death, as in life, Wilson Swain Caldwell and George Moses Horton are among the few black people, slave or free, whose names are remem-bered and “sung” through our memorial land-scape.

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International IssuesBlack Ink 6

Some people may be wondering how the protest in Egypt has a"ected the UNC com-munity. I suggest you talk to UNC-Chapel Hill sophomore Taylor Fulton.

Fulton, a sophomore majoring in Peace, War, and Defense, was one of many Caro-lina students that has been a"ected by the protests in Egypt.

Fulton made plans to study abroad in Egypt with the American University of Cairo where she planned to take two language immersion classes, a ceramic and pottery class and a con&ict studies in the Middle East class.

But during the initial days of the protests against Egyptian President Mubarak’s re-gime, Fulton received an e-mail stating that Egypt was a “no-go” and she should consid-er alternative study abroad locations.

Fulton wasn’t just some student who was looking for a summer-getaway, to meet cute Egyptian men and take pictures with pyra-mids. She had anticipated this trip since last year and has taken Arabic and Egyptian history classes to prepare for her cultural experience.

But things don’t always go as planned, right? However, Fulton hasn’t given up on her dreams of the Egyptian experience.

When asked if she would still go given the opportunity, Fulton con%dently said yes! She has been an avid follower of the resis-tance and protest in Egypt and hopes that her fellow classmates do the same.

So in acknowledgement of Fulton’s wishes Black Ink would like to take the time to in-form the uninformed.

Just in case your television only works at 10 pm on Tuesday nights, we are going to give you a quick run down of the protest in Egypt.

On January 24, 2011, days a$er a revolt in Tunisia ousted president Zine al-Abedine Bin Ali from o#ce, Egyptians decided they were tired of their President, as well.

Who wouldn’t be? Hosni Mubarak had been the President of Egypt for 30 years and had

not done anything for the Egyptian people to want him as president any longer.

And with the self-in&icted death of an Egyptian man setting himself on %re in pro-test against Mubarak’s corruption of gov-ernment – thousands of Egyptians &ooded the streets of Cairo to make the president resign.

!ree weeks passed without any change, but Egyptians continued to risk their lives.

Not only did Mubarak receive pressure from his citizens, but other countries showed their support for the protesters as the world watched daily to see how Mubarak would respond.

!is is how Mubarak responded. He ap-pointed a new vice president on January 29 (when the death count from the protesting was 51) and told the protesters that he was not going to resign until his term would end in September.

To force Mubarak to leave sooner, Egyp-tians kept protesting with determination to attain democracy for their country.

Finally on February 11, 2011, Mubarak resigned a day a$er he said, in a televised speech, that he was not going to let people push him around or force him out.

I am not sure what made him change his mind within 24 hours, but he did, and many Egyptians and people from around the world who had been following the protests in Egypt were overjoyed.

Control in Egypt has been handed over to the military regime for six months until Egypt has its elections.

So Black Ink readers, although this chaos was taking place about 6,000 miles from Carolina, it a"ected many people right here in our community.

I guarantee there are people with family members in Egypt or other like Fulton who planned to study there.

Make it a priority to stay aware of the hap-penings in your global community, because one day it will, if it already hasn’t, a"ect you.

Protests in Egypt Reach UNC

Ari Hires

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of the Black Ink

Averi HarperBlack Ink 8

FACE OFFFACE OFFDo Black women ever sing a happy song?

According to Tyler Perry, they don’t.

Perry has continually aired out the dirty laundry of a small segment of the Black community bringing exaggerated tales of anger, despair, and rejection—stereo-typically attributed to Black women—to the forefront of American society.

Most Black women will never be violently raped. Most Black women will never be pregnant teenagers desperate for a cheap abortion. Most Black women will never get AIDS from husbands having homosexual a"airs on the “down-low.” Most Black women will not be involved with men that have substance abuse issues, batter them and murder their children.

In his latest production of, as acclaimed movie director Spike Lee calls it, “coon-ery bu"oonery,” For Colored Girls explores the troubled lives of nine Black women. Based on the play of monologues by Ntozake Shange, Perry brings the audience on a rough journey through the struggles of each woman.

To Perry’s credit, he uses some of Shange’s original language, but like magic, the Perry name strips the elegance and artistic beauty from the characters.

!e problem with this Tyler Perry movie is that it is the same as all his others; it presents a skewed interpretation of Black women to a mainstream audience that includes people who are unfamiliar with the multi-faceted nature of the Black community.

As a Black %lmmaker, Perry bears the extra burden of contributing to the image of the Black community in America. Unfortunately, he doesn’t handle this re-sponsibility too well and o$en portrays negative stereotypes of Black America.

!ese stories of sadness are not every Black woman’s reality and Perry doesn’t provide any contrast.

As a result, some viewers may make negative harsh generalizations and stereo-type-based judgments about Black women a$er seeing this movie.

Popular to contrary popular belief, Black women aren’t always dysfunctional.

Personally, I’m not mad or disheartened and—no— no one “ran o" wid alla my stu".”

I’m sure other Black women would agree. !e last thing American media need is another image of Black women with issues.

Black women are almost always portrayed as loud, proud, rude, tarnished women. !is movie is no di"erent. !e characters in For Colored Girls have all the aforementioned traits.

Tyler Perry’s production of For Colored Girls reinforces the continued “strug-gle” of the Black woman. I challenge Perry to produce a movie in which Black women thrive instead of the same story of strife and hardship we’ve all heard time and time again.

!e problem with this Tyler Perry movie

is that it is the same as all his others; it presents a skewed interpretation of

Black women to a mainstream audience that includes people who are unfamiliar

with the multi-faceted nature of the Black

community.

Black Ink 9

FACE OFFFACE OFF Look y’all, let’s be real here: How many of us know someone who has struggled with some sort of substance addiction? How many of us have seen friends or family members battle to free themselves from an emotionally or physically abusive relationship? And how many of us have a crazy relative like Madea?

!e fact is, Tyler Perry makes movies about the Black community as it is today, with all its shortcomings as well as its victories. He does not seek to perpetuate nor to demolish stereotypes with his plays, movies and television shows, but to tell stories that reach people. A number of his works are criticized for being o"ensive and cliché because they are o$en set in the ghetto and feature “baby-mama drama”, domestic violence, sexual assault, and/or drug addiction. Yet, what these critics seem to be forgetting is that there is a signi%cant portion of the Black population that struggles with these issues and can relate to Perry’s characters. Seeing their situations acted out in front of them with characters who look and talk like them is a powerful experience for these people. Tyler Perry’s movies and plays say to the members of the community who feel that their stories are not being told by Hollywood that they are not alone in their struggles. !e messages of hope and redemption in his works inspire people and show them there is always a way out. Furthermore, Perry does not limit his stories and characters to the ghetto; a number of his characters are upstanding and successful entrepreneurs, %re chiefs and lawyers. His goal is to reach as many people as possible, no matter what their socio-economic status.

In order to draw in viewers, Tyler Perry has e"ectively utilized his most allur-ing “bait”: his drag-character Madea and David Mann’s character Mr. Brown. !ese characters are the primary sources of humor in Perry’s work and the lures that draw people into the theatres. !ey come in for comedy and leave with an upli$ing message. Some people equate the o&ensiveness of Perry’s over-the-top,slapstick characters to that of 20th century minstrel shows.. What they fail to understand is that not only are these characters not meant to perpetuate any sort of negative stereotypes; they are in fact based on real peo-ple. Madea is a mixture of Perry’s mother, grandmother, and aunt, while Brown is based o" of his uncle. While designed for comic relief, they are not meant to be “bu"oons” in any way. !ey are meant to be the cheerleaders who push the protagonists along in the right direction and help them overcome their chal-lenges. And, let’s be honest, who wouldn’t want a tough-as-nails, sassy Madea in them family to help bail them out of trouble?

What Tyler Perry has done for the Black Community with his plays, books, movies, and television shows is unprecedented. He has created many new op-portunities for up-and-coming Black %lmmakers, writers, and performers and has broken barriers for those who will follow him. !e stories Tyler Perry tells have meaning and are well-received by people of all races and economic levels; his success alone is a testament to that fact. So far, he has risen from anonym-ity in the Chitlin Circuit to become one of the most successful men of color in Hollywood. He has written and produced eleven plays, ten movies, one book, and two successful television series, one of which is already in syndication. So why can’t the Black community embrace and congratulate him, rather than denounce and degrade him? Don’t we have enough negativity from coming at the Black community from external races?

Tyler Perry makes movies about the

Black community as it is today, with all its shortcomings as well as its victories. He does not seek to perpetuate nor to

demolish stereotypes with his plays, movies and television shows, but to tell stories that

reach people.

Kerri Kearse

MLK 30th AnniversaryBlack Ink 10

Wednesday Thursday Friday

MLK @ UNC

Sunday Monday Tuesday

26th Annual University/CommunityMartin Luther King Jr. Memorial Day Banquet

Rally, March and ServiceThe Chapel Hill­Carborro and UNC­Chapel Hill Chapters of the NAACP marched from the Peace and Justice Plaza to First Baptist Church for worship.The keynote speaker for the worship service will be former executive director of the NAACP, Co­Chairman of the Hip­Hop Summit Action Network, and social justice activist Reverend Dr. Benjamin Chavis.

Day for ServiceEach year, Day for Service brings together a diverse group of Carolina students interested in giving back to the greater Chapel Hill community. This year, R.O.C.T.S. (Rejuvenating Our Communities Through Service) continues the tradition by inviting Chapel Hill student to volunteer throughout the community.

Unity DinnerIn the spirit of Dr. King’s commitment to bridge gaps between people from all walks of life, the sponsors are proud to present the 4th annual MLK, Jr. Unity Dinner. Carolina students, staff, and faculty were invited to share a meal, make connections, and engage in conversations about Dr. King’s legacy in contemporary society.

He was a Poem, He was a Song

Martin Luther King Jr. Oratorical Contest

This year’s keynote speaker is Dr. Charles Daye, UNC’s firstfull­time African American law professor.

Candle Light Vigil

Martin Luther King Jr. Memorial Lecture & Presentation of the MLK Jr. Scholarship

Lesson from Little RockMLK, Today: Aid and Development 

in Central and East Africa

I, Too, Sing America

This year’s program commemorated Dr. King’s dream through the eyes of many cultural generations in America who are striving to achieve Dr. King’s dream of a just society. In order to “Bridge the Gap,” interpretations of Langston Hughes’ poem, “I, too, Sing America,” were presented from students ages 11­22.

The Kappa Omicron Chapter of Delta Sigma Theta Sorority, Inc. hosted their Annual Martin Luther King, Jr. OratoricalContest allowing student participants to present original monologues on Dr. King’s activism. The orators spoke on the issues of race and color that persist in today's society.

The Theta Pi Chapter of Alpha Kappa Alpha Sorority, Inc. hosted The Candlelight Vigil providing a time to reflect on Dr. King’s inspirational messages through monologues and dances that demonstrated the relevance of Dr. King’s messages. 

The Theta Omicron Chapter of Kappa Alpha Psi Fraternity, Inc., CUAB and the History Dept. hosted Lesson from Little Rock in which Dr. Terrence J. Roberts was invited to recount his unique experience at Little Rock Central High School and to discuss how he ultimately overcame this adversity to become a success.

 MLK, Today panel focused on international aid and develop­ment in Central and Eastern Africa and how these themes reflect the ideals and legacy of Dr. Martin Luther King, Jr. 

See page 21

Black Ink MLK 30th Anniversary 11

Wednesday Thursday Friday

MLK @ UNC

Sunday Monday Tuesday

26th Annual University/CommunityMartin Luther King Jr. Memorial Day Banquet

Rally, March and ServiceThe Chapel Hill­Carborro and UNC­Chapel Hill Chapters of the NAACP marched from the Peace and Justice Plaza to First Baptist Church for worship.The keynote speaker for the worship service will be former executive director of the NAACP, Co­Chairman of the Hip­Hop Summit Action Network, and social justice activist Reverend Dr. Benjamin Chavis.

Day for ServiceEach year, Day for Service brings together a diverse group of Carolina students interested in giving back to the greater Chapel Hill community. This year, R.O.C.T.S. (Rejuvenating Our Communities Through Service) continues the tradition by inviting Chapel Hill student to volunteer throughout the community.

Unity DinnerIn the spirit of Dr. King’s commitment to bridge gaps between people from all walks of life, the sponsors are proud to present the 4th annual MLK, Jr. Unity Dinner. Carolina students, staff, and faculty were invited to share a meal, make connections, and engage in conversations about Dr. King’s legacy in contemporary society.

He was a Poem, He was a Song

Martin Luther King Jr. Oratorical Contest

This year’s keynote speaker is Dr. Charles Daye, UNC’s firstfull­time African American law professor.

Candle Light Vigil

Martin Luther King Jr. Memorial Lecture & Presentation of the MLK Jr. Scholarship

Lesson from Little RockMLK, Today: Aid and Development 

in Central and East Africa

I, Too, Sing America

This year’s program commemorated Dr. King’s dream through the eyes of many cultural generations in America who are striving to achieve Dr. King’s dream of a just society. In order to “Bridge the Gap,” interpretations of Langston Hughes’ poem, “I, too, Sing America,” were presented from students ages 11­22.

The Kappa Omicron Chapter of Delta Sigma Theta Sorority, Inc. hosted their Annual Martin Luther King, Jr. OratoricalContest allowing student participants to present original monologues on Dr. King’s activism. The orators spoke on the issues of race and color that persist in today's society.

The Theta Pi Chapter of Alpha Kappa Alpha Sorority, Inc. hosted The Candlelight Vigil providing a time to reflect on Dr. King’s inspirational messages through monologues and dances that demonstrated the relevance of Dr. King’s messages. 

The Theta Omicron Chapter of Kappa Alpha Psi Fraternity, Inc., CUAB and the History Dept. hosted Lesson from Little Rock in which Dr. Terrence J. Roberts was invited to recount his unique experience at Little Rock Central High School and to discuss how he ultimately overcame this adversity to become a success.

 MLK, Today panel focused on international aid and develop­ment in Central and Eastern Africa and how these themes reflect the ideals and legacy of Dr. Martin Luther King, Jr. 

See page 21

State of the UnionBlack Ink 12

On Tuesday, January 25, 2011, I, like the majority of Americans, tuned into CNN (or another news channel) to watch President Barack Obama’s State of the Union address.

As the address started, I grabbed a cup of water, a snack and logged into Twitter on my phone. From there, I was glued to my televi-sion and my Twitter timeline.

A couple years ago, this would not have been the case. Social media was not a prominent part of this historic event. But now, social me-dia and politics have become best of friends in the past year and Obama’s second State of the Union address was proof of this phenomenon. I was just one of thousands of Americans who were on Twitter while they were watching the President’s State of the Union and tweeting about his address and his key points.

To prove this crazy but true phenomenon, NPR decided to poll Americans during this event. A$er the address was over, NPR asked all of its followers (from both Twitter and Facebook) to submit three words that de-scribed the President’s speech. 4,000 respons-es later, NPR created this graphic to illustrate the various words listeners submitted – the

bigger the word, the more o$en it was men-tioned by listeners.

#!eAddress

Now, at %rst glance, you might be wonder-ing why salmon would be the most submitted word. Well, our president has a sense of hu-mor and his quote about comparing salmon and government brought some laughter to the night. What do you think?

“!e Interior Department is in charge of salmon while they’re in fresh water, but the Commerce Department handles them when they’re in saltwater,” Obama said. “I hear it gets even more complicated once they’re smoked.” !at last line drew big laughs from lawmakers in the Capitol.”

Obama hit several points during his most re-cent State of the Union address (yes, including salmon) but there were three points that hit home for me – family, innovation and educa-tion.

#EDUCATION

“We are part of the American family. We be-

#StateOf!e-Union2011

Kirstin GarrissEditor-in-Chief

Black Ink 13

lieve that in a country where every race and faith and point of view can be found, we are still bound together as one people;” !roughout his term, Obama has brought the importance of family and family values to his work ethic and it was a critical part of his address. He tied in the aspects of family by using anecdotes to introduce issues that the American people are dealing with es-pecially the changes with employment and the job market.

“I’ve heard it in the frustrations of Ameri-cans who’ve seen their paychecks dwindle or their jobs disappear -- proud men and women who feel like the rules have been changed in the middle of the game.”

#INNOVATION

“What we can do -- what America does better than anyone else -- is spark the cre-ativity and imagination of our people.”

Innovation. It was key word for the evening and it was one of the hopeful perspectives Obama brought to this speech. During a time like this one when Americans are a little unsure about the future, it was good

to hear praise about the creative imagina-tion this country is known for. !e presi-dent recapped some of America’s famous innovations from cars and computers to Google and Facebook.

“In America, innovation doesn’t just change our lives. It is how we make our living.”

#EDUCATION

One of the last yet major points to Obama’s State of the Union was education.

For years, presidents past and present have tried to %gure out how to end the cycle of dropouts, poor school systems and motiva-tion for students but even when we prog-ress, education is always a major topic of discussion.

President Obama discussed the education state by addressing the need for parents to take a more active role in their child’s edu-cation on the home front while reminding teachers that their classrooms have to be a place of excellence.

But one of the points that blew up my Twit-

ter timeline and hit home for many college students was his call to young people to make a di"erence in education. “In fact, to every young person listening tonight who’s contemplating their career choice: If you want to make a di"erence in the life of our nation; if you want to make a di"erence in the life of a child -- become a teacher. Your country needs you.” !is was the one line that was either retweeted or paraphrased multiple times because it was a call to duty that students are answering.

About an hour and some minutes later, Obama concluded his address and we all went back to our usual routines. But one thing is for sure, this year’s State of the Union address reached more audiences than I can remember because the address wasn’t just limited to the television screen, it received the computer and smart phone screens too.

“!e idea of America endures. Our destiny remains our choice. And tonight, more than two centuries later, it’s because of our people that our future is hopeful, our journey goes forward, and the state of our union is strong.”

Black History LectureBlack Ink 14

!e theme of BSM’s %rst annual Black History Month Lecture was slated to be “!e Importance of Youth Activism.” As people shu'ed into the Hitchcock Room of the Stone Cultural Center and took their seats, there was already an air of ex-citement that one would not necessarily expect for a lecture. As if people were not excited enough, Chapel Hill’s own jazz-rap ensemble, !e Beast, pumped up the crowd with its catchy and appropriately-themed songs “Freedom” and “Welcome to the Movement.”

A$er the musicians le$ the stage, M.K. Asante, with an iPad tucked under his arm, stood up and began speaking.

Asante doesn’t look like your typical ten-ured college professor. Sporting dred-locks, black and gold Nikes, and a Mor-gan State baseball hat, you could almost mistake him for a senior instead of an award-winning writer and documentary

%lmmaker who has worked with the likes of Dr. Maya Angelou. But as he spoke with a voice similar to a slam poet’s, any thoughts that could illegitamized his title were erased.

He started o" the lecture with a story about a time he went to a state peniten-tiary in western Pennsylvania to teach a writing course to the inmates.

He described one particular inmate who was extremely intelligent and well-read, but who refused to sleep on the mattress in his cell. When asked why he would not sleep on it, the inmate replied that he did not want to get so comfortable in his cell that he would forget that he was in prison. He did not want to be numbed to the real-ity of his circumstances; he wanted to keep his mind on freedom.

Asante said that this is the problem with the Black community today: We are get-

TurningObservation into

Obligation:M.K. Asante inspires

Students during BSM’s Annual Black History

Month LectureKerri Kearse

Black Ink 15

ting too comfortable with things as they are. We need to be woken up by having our mattresses snatched out from under us.

Furthermore, Asante described his writ-ings and %lms as “artivism,” or artistic ac-tivism.

Its goal is to make the community aware of what it was oblivious before. Asante explained why he made his %rst %lm “500 Years Later” with this mantra, “Once you make an observation, you have an obliga-tion to do something about it.”

He had observed that there were no %lms about the psycho-cultural e"ects of the African Diaspora that were upli$ing and inspiring, instead they were depressing. !en, one day, it occurred to him that they did not exist because he had yet to create them. He quoted activist June Jordan, “We are the ones that we have been wait-ing for.” He said this to remind students that we cannot leave changing the world to others; age or lack of experience is no excuse for not acting once we make an ob-servation.

Asante also said that there is no reason why anyone cannot use whatever speaks to them to make changes. He described the origins of hip-hop as an example. For instance, he explained that the origins of the name hip-hop itself came from the Wolof word hipi, meaning “to open one’s eyes” and the Old English word hoppian meaning “to act or move forward.”

So, hip-hop means “enlightened actor.” Hip-hop was originally conceived as an interdisciplinary movement between MCs, gra#ti artists, musicians and danc-ers to use art to spread knowledge, wis-dom and understanding.

It was the original epitome of “artivism.” Even though it seems as if mainstream hip-hop artists have seemed to have for-gotten the original purpose of this culture, Asante reminded students that main-stream is not all there is. !ere are still art-ists seeking to recapture the true purpose of hip-hop and use it to enlighten people and bring about change.

A$er the lecture, a student asked Asante if it seemed like our generation was capable of carrying on the great legacy of those before us. Asante responded with a story about some children who came to an old blind woman with a bird in their hands asking her if it were dead or alive. !e old woman responded, “Its future is in your hands.”

Asante brilliantly concluded with stressing the importance of believing in your own ideas and being persistent in making those ideas come to fruition.

“And if you ever think that you are too small to make a di"erence,” Asante said, “sleep in a room with a mosquito.”

CAROLINA

 @maymesteR  May 10­27

AFRI 368 AMST 110ANTH 151 ANTH 230 ANTH 440ANTH 499

ART 251 ART 551

COMM 224COMM 464COMM 629DRAM 284DRAM 300ECON 468ENGL 124ENGL 225ENGL 369ENGL 444EXSS 273

FREN 398HIST 107 HIST 130 HIST 140 HIST 378

JOMC 376LING 302 MASC 220

PHIL 145PLAN 499 PLCY 101POLI 100POLI 432PSYC 245PSYC 500RUSS 425SPAN 255SPAN 310

Political Protest and Conflict in Contemporary Africa (3), Michael Lambert. SS, BNIntroduction to Native American Studies (3), Daniel Cobb. US, NA, HSAnthropological Perspective on Food and Culture (3), C. Margaret Scarry. WB, HSNative American Cultures (3), Valerie Lambert. SS, NAGender and Culture (3), Karla Slocum. SSExperimental Course in Anthropology IV (3), Dale Hutchinson.Art in the Age of Caliphs (7th – 13 c. CE) (3), Glaire Anderson. VP, BN, WBIntroduction to Museum Studies (3), Lyneise Williams. VP, NA, EE.Communication, Gender & Culture (3), Julia Wood. CI, USPerformance Composition (3), Tony Perucci. Servant Leadership for 21rst Century Organizations (3), Patricia Parker.“Corner of the Sky: The American Musical (3), Gregory Kable.Directing (3), Scott Ripley. CIRussian Economy From Lenin to Medvedev (3), Steven Rosefielde. Contemporary Literature (3), Florence Dore. LAShakespeare (3), Ritchie Kendall. LA, WB, NA.African American Literature from 1970 to the present (3), James Coleman. LA, NA.American Literature 1860-1900, Jane Thrailkill. LA, NAResearch in Exercise and Sport Science (3), Jason Mihalik. QICultural Identities in European Cinema (3), Martine Antle. VP, NAIntroduction to Medieval History (3), Brett Whalen. HS, NA, WBTwentieth Century Africa (3), Lisa Lindsay. BN, GL, HS.The World Since 1945 (3), Donald Reid. BN, GL, HSSlavery and Place: The South Carolina Case (3), Heather Williams. NA, HS, US.Sports Marketing and Advertising (3), John Sweeney.Language and Power (3), Randall Hendrick. North Carolina Estuaries: Environmental Processes and Problems (3), Marc Alperin. Includes one full week at the Institute of Marine Sciences (IMS) in Morehead City. Separate program fee and application required. EE, PL.Language and Communication (3) Dorit Bar-On, Dean Petit. PHIntroduction to Real Estate Finance, Investment and Development (3), Emil Malizia.Making (American) Public Policy (3), Daniel Gitterman. SS, NAIntroduction to Government in the United States (3), Jason Roberts. NA, SS.Tolerance in Liberal States (3), Donald Searing. PH, CI, NA.Abnormal Psychology (3), Charles Wiss. PL.Childhood Disorders (3), Jen Youngstrom. SS.Topics in Russian Literature: Vladimir Nabokov’s Lolita in the Russian Context (3), Hana Pichova.Conversation I (3), Malgorzata Lee. Prerequisite for 255: SPAN 204, 212, 402. Conversation II (3), Malgorzata Lee. Prerequisite for 310: SPAN 250, 255, 260.

3 CrediTs!""#$

Check out the listing below for courses, professors and Gen Ed requirements. Find a complete course description at summer.unc.edu.

Nothing could be finer. Summer School at carolinaSummer.unc.edu

Soledad O’BrienBlack Ink 17

!e University of North Carolina at Chapel Hill hosted its 30th Annual Martin Luther King Jr. lecture at Memorial Hall on January 19. !is year’s lecture was delivered by anchor and special cor-respondent for CNN: Special Investigation Unit Soledad O’Brian.

Like many guests lecturers in the past, O’Brian re"ected on her personal experiences, combined with the words of Dr. King to inspire her audience. However, O’Brian’s lecture was unique, in that she utilized her insight from her investigation into Dr. King’s never-before-seen private writings, notes and teachings to expose the foundation of his work as a preacher and human rights activist.

O’Brian recalled a quote from Dr. King she discovered while doing her research; he said all he want-ed to be remembered by was for loving everyone and for bettering humanity. !is statement was so simple, yet so powerful. It made me think, “isn’t that what we all should try to be remembered for?” To love everyone and to better humanity is a concept that has escaped many of us; however, Dr. King maintained this mentality despite constant hate, death threats, imprisonment and bombings. It does not take a superhuman to love everyone and be devoted to improving humanity—we all can (and should) adopt this attitude. If we all choose to love and serve our fellow brothers and sisters, positive change will spread rapidly—however, the change must come from within #rst.

30th Annual Martin Luther King, Jr. Memorial Lecture: Soledad O’Brian

Kandace Watkins

“Today, racism isn’t as clear and overt.”

!e #nal vision of Martin Luther King Jr. – “He said that, I want to be remembered, as someone who love people and saved humanity.”

“Leadership is a mindset.”

“We’d love to hire you, but we’re only allowed to hire one black person, and you don’t sell black on tv.”

“Start where you are and do what you can do.”“Given the opportunity to

do good things, people can do it.”

“Just because external forces say that it cannot be done doesn’t mean that it cannot be done.”

“Poverty perpetuates inequality.”

“Regular people.Extraordinary !ings.”

In the PitBlack Ink 18

Black Ink 19

"Black love- the most passionate love I've ever been apart of. Love de#ned by a desire to upli% your partner. togetherness even through the most di$cult times. A love that disregards the me and you and only knows the us. !e love that constantly struggles but through that struggle, becomes stronger and more through than any other."

N'Yaisha Aziz, 2014, History

"Black love is sweeter than a milk chocolate Hershey kiss."

"Black love is about unity, respect, and appreciation each others individuality."

"For the most part, most of us African Americans try to get to know each other through unity and togetherness. We're all we have."

"!e State of the Black community could be a stronger force if we work together in a more elaborate and comprehensive manner. We should not only discuss the issues we have, but also ful#ll them across all spectrums."

Breanna Harris, 2014, Pre-Business

Keenan Harrell, 2014,Global Studies and Sociology

Courtney Hairston and Britney Patton, 2011, Communications

What is the state of the black community at the University of North Carolina at Chapel Hill?

Warche Downing, 2013, Public Policy (Health) and Political Science

Africa WeekBlack Ink 20

!"#$%&'())*'+,--!e Organization for African Students’ Interest and Solidarity hosted Africa Week February 4-8.

!rough culturally based music, art, drama, fashion, food and discussion forums, O.A.S.I.S. shared a little piece of Africa with the UNC community.

For the past 30 years, O.A.S.I.S. has grown and evolved. !e organization’s mission no longer just focuses on spreading aware-ness, but being a resource to it’s own members by providing them an environment to embrace Afri-can culture and companionship; a resource to the campus, and a resource to other African student organizations in the spirit of unity.!eir motto is: Footprints of an OASIS: Lighting the Path towards the “dark continent.”

O.A.S.I.S. holds weekly meetings where members come together to discuss current topics and take part in O.A.S.I.S. activities. To learn more about O.A.S.I.S. or to join the organization please visit www.unc.edu/oasis.

Africa Through the Looking Glass

MLK Re"ectionBlack Ink 21

Soothing and inspiring notes "owed from the saxophone that was played "awlessly by Ron Baxter.

Baxter’s songs were a tribute to a man who sel"essly put his life in danger so that others could live in a nation that re-inforced the equality it declared people would have in the Constitution.

!is man who dedicated his life to achieving equality was Dr. Martin Lu-ther King Jr. and his life was honored at the Stone Center on January 17, 2011 in the 6th Annual program, “He Was a Poem, He Was a Song.”

!is program was one of many events sponsored by the University of North Carolina that celebrated the life of Dr. Martin Luther King Jr. It was an occa-sion that brought the community to-gether and embraced all generations.

Beginning with a moment of silence to acknowledge those who have passed away recently, the program utilized a variety of performing arts such as spo-ken word and musical tributes to com-memorate the life and actions of Dr. King as well as remind the audience that their lives, too, have a purpose.

“He was a Song, He was a Poem” was not just an event for Black people, Dr. Martin Luther King focused on equality for all races.

!e diversity of the performers on the program re"ected a mixed audience of people from all ethnic backgrounds.

Spoken word artist, George Yamazawa, highlighted in his poem that although he was not a Black man, we was appre-ciative for the equality that people like Dr. King worked so hard to achieve for everyone.

One common message that was rein-forced among the spoken art perfor-mances was that everyone has a pur-

pose in their life.

Kane Smego, who dedicated his poem to the unsung heroes that shared Dr. King’s vision and dream, declared that “we are all meant for something.”

Smego was not the only one delivering a message of change to the audience, DJ Rogers challenged the audience to stand up for change today.

Following a beautiful performance of two young girls who sang “Li% Every Voice”, UNC graduate, Dr. L. Teresa Church, further inspired the audience by reciting a eulogy that Dr. King deliv-ered.

!e eulogy was for the four little girls who were victims of the 16th Street Baptist bombing. !ose little girls had “short lives, but meaningful lives.”

!e smallest people or actions can be enough to make a stand for change, spoken artist Funmi Solar, stated that anyone can honor Dr. King by being themselves.

UNC was not the only university repre-sented in the program.

Joy Harrell and Marisa D’Silva of North Carolina Central performed an African-American Art song of love and justice.

It was a goose-bump raising perfor-mance where the strong soprano, Joy Harrell, sang resonating notes that car-ried words for the audience to ponder such as “what are you doing for others” and “love is the only force capable of transforming a enemy into a friend.”

!e messages within the song were words that Dr. King believed in.

!is event, “He was a Poem, He was a Song” re"ected on the life of Dr. King but also revealed to the audience that they can make a di&erence in the world.

“He was a Poem,He was a Song

Ari Hires

Crime & JusticeBlack Ink 22

Is the education system fair? How much extra money can school districts a"ord for private investigations? Why would parents violate school guidelines for their children?

In the case of Kelley Williams-Bolar, at this point, she probably thinks the education sys-tem is unjust, wastes money investigating petty violations and mishandles the safety standards of schools.

Williams-Bolar is known across America as a violator of Ohio’s education system because she enrolled her two children in a school in the suburban Copley-Fairlawn district outside her lower-class district of Akron, Ohio. In order to do this, she used her fathers’s address, which corresponded to the school district she desired her children to attend.

Of course, there are hundreds of parents state-wide who do this. Parents want the best educa-tional opportunities for their children, which isn’t de%ned only by the prestige of the school, but also the security, history and extracurricu-lar activities available.

If you don’t agree, ask your parents. While I was in high school, I knew at least %ve people

A Flawed SystemEbony Shamburger

who attended my school out of their assigned school district solely for the purpose of partic-ipating in sports teams. People usually found those students illegitimately attending school during try-outs, which would be a result of athletic directors asking for forms to verify ad-dresses.

!ough some people didn’t tell me why they didn’t return for practice, their disappearance, don’t-want-to-talk-about-it responses and turned-up lips explained it all – they were at-tending a school out of their district.

To avoid the possibility of being caught vio-lating school districting guidelines, these stu-dents chose not to turn in forms that would have terminated them from school or led to public investigation.

In Ohio, about 100 families were investigated by private investigators for Copley-Fairlawn district to verify their appropriate school dis-trict, which cost thousands of dollars.

Four families were found guilty of violating district requirements and paid their debt, but Williams-Bolar didn’t. She decided she’d %ght the system.

Contributed Phil Masturzo/Akron Beacon Journal

Kelley Williams-Bolar was released from the Summit County Jail Wednesday morning a%er serv-ing 9 days in jail for improperly enrolling her children in Copley-Fairlawn schools.

Black Ink 23

Language ImmersionSummer Immersion at UNC

Language Immersion Programs in Spanish and Chinese will be offered at UNC‐Chapel Hill in summer

2011. Students will take language classes and extend their language learning through cultural and social

activities. Both immersion programs will be offered in the first summer session May 10 ‐ June 14, 2011.

In the Spanish program, students will earn six credits for SPAN 111.

In the Chinese program, students will earn credit for a language class, Chin 101, and a culture class, CHIN 150

An application is required. Each program will be limited to 20 students.

For more information and how to apply, go to http://www.unc.edu/languageimmersion/.

Spanish

Chinese

UNC Summer School

Despite this, I’m sure she never expected to become an example for all of America. Well, that’s what William-Bolar’s trial judge thinks. “I felt that some punishment or deterrent was needed for other individuals who might think to defraud the various school systems,” Judge Patricia Cosgrove said, according to Good Morning America. !is resulted in William-Bolar’s refusal to pay $30,000 in back tuition and 9 days in jail.

Talk about consequences!

Don’t get me wrong … I don’t approve of the manipulation of school systems through crim-inal activity. And yes, I just called Williams-Bolar a criminal. She knows it, I know it – heck, all of America knows it.

Nevertheless, I also think Cosgrove could have been more empathetic during William-Bolar’s trial for the sake of the children. You might be thinking, “Please – not me. She needs to suck it up and pay the dang fee.” However, I’m sure that those who have spent time in jail think otherwise.

Five days, maybe even three, in jail and a prop-er discharge of her daughters from Copley-Fairlawn district school would’ve been enough punishment. I’m no ex-con, but we’re all aware of the mental e"ects one night in jail can have on people. It’s like death! Perhaps not that drastic, but you get catch my dri$.

!e education system is full of &aws and parents have been taking advantage of these &aws for years. Case in point, parents in Wake County have been %ghting against the educa-tion system to ensure continued diversity and high-quality standards due to the county’s 2010 decision to eliminate a socio-economic balancing plan. !is is expected to re-segre-gate schools. Nonetheless, this policy hasn’t been reversed. Who knows if it will.

Keep your eyes open and see what happens. Williams-Bolar was just caught in the middle of a scam and is dealing with her consequenc-es. Parents, let this be a lesson learned and avoid the temptations of abusing our &awed American education system.

“I felt that some punish-ment or deterrent was needed for other individu-als who might think to de-fraud the various school systems.

Patricia Cosgrove; judge presiding over Williams-Bolar case.

Copley-Fairlawn School District hires private investigators to inves-tigate approximately 100 families.

Four families are found guility of Fraud.

Families orders to pay back-tu-ition.

Williams-Bolar fought the deci-sion, and was ordered to serve a 10-day jail sentece, of which she served nine

Executive BoardKirstin Garriss

Brittany JohnsonJeffrey Sullivan

Ebony ShamburgerKandace Watkins

Shana SmithAveri Harper

Briana Harper

‐ Editor‐in‐Chief‐ Managing Editor‐ Creative Director‐ Copy Editor‐ PR Coordinator‐ Ad Committee Chair‐ Blog Master‐ Alumni Relations

Graphic DesignerCameron Lewis

Contributing Writers Kourtney Bradshaw Averi HarperAri HiresKerri KearseToyosi OyelowoEbony ShamburgerKandace Watkins

Photographers John DanielsPauline LambGraham Mulvaney *The Black Ink is a recognized publication at the

University of North Carolina at Chapel Hill. This is‐sue was paid for, in part, by student activity fees.

Our mission remains: “If Blackness can be trans‐formed into pictures and words, we intend to do so,

by any means necessary.”

**If you have questions or concerns about the Black Ink please email uncblackink@gmail.com

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Guest Writers Tim McMillan O.A.S.I.S