17: Civil Rights Movement

17: Civil Rights Movement

207 bookmarks
Custom sorting
Anti-busing Marchers in Pontiac - 9-6-71 - Critical Commons
Anti-busing Marchers in Pontiac - 9-6-71 - Critical Commons
In August 1971, ten school buses were dynamited by members of the Ku Klux Klan in Pontiac Michigan. As part of the northern white backlash against forced integration in the north, it is just the sort of event that is seldom acknowledged in US History classes. This site provides news coverage of the protest movement against busing in Michigan and commentary that describes the particular manner in which the news media communicate the story.
·criticalcommons.org·
Anti-busing Marchers in Pontiac - 9-6-71 - Critical Commons
New Jersey Statutes - Title 18A Education - 18A:35-1 2-year course of study in history - New Jersey Attorney Resources - New Jersey Laws
New Jersey Statutes - Title 18A Education - 18A:35-1 2-year course of study in history - New Jersey Attorney Resources - New Jersey Laws
This is the text of the New Jersey statute that requires students complete two years of US History for graduation. Note that it still includes the word "Negro"
·law.justia.com·
New Jersey Statutes - Title 18A Education - 18A:35-1 2-year course of study in history - New Jersey Attorney Resources - New Jersey Laws
Local Activists Call for a Bus Boycott in Montgomery
Local Activists Call for a Bus Boycott in Montgomery
This leaflet, produced by Jo Ann Robinson and others in response to Rosa Parks' arrest on December 1, 1955, called for all African Americans to stay off city buses on Monday, December 5. Robinson was president of the Women's Political Council, an organization of African-American professional women who worked for greater political influence from the Black community. She was later arrested for her role in the boycott.
·herb.ashp.cuny.edu·
Local Activists Call for a Bus Boycott in Montgomery
The Black Freedom Movement
The Black Freedom Movement
The common approach to teaching the Civil Rights Movement glosses over competing views among activists, writing out of the history those who advocated self-defense and those who pushed for economic change. And it downplays the role of women in the struggle for social change. Examining the following primary sources documents will help you shed light on new interpretations of the black freedom movement.
·investigatinghistory.ashp.cuny.edu·
The Black Freedom Movement
Civil Rights | Classroom Resources | PBS Learning Media
Civil Rights | Classroom Resources | PBS Learning Media
Features an impressive array of audio, video, and text sources from Frontline and American Experience shows, Eyes on the Prize, and other sources. Also offers an interactive Civil Rights movement timeline and four lesson plans: Campaigns for Economic Freedom/Re-Examining Brown/Taking a Stand/Understanding White Supremacy. REquires registration but free
·pbslearningmedia.org·
Civil Rights | Classroom Resources | PBS Learning Media
What an Uncensored Letter to M.L.K. Reveals - NYTimes.com
What an Uncensored Letter to M.L.K. Reveals - NYTimes.com
Aside from George Washington and Abraham Lincoln, Martin Luther King is one of the most iconic figures in US History education curricula. The "I have a Dream" speech is perhaps the single most recalled factoid ever. But how many students know that the FBI wrote an anonymous letter to Martin Luther King telling him to kill himself? How many adults know that?
·nytimes.com·
What an Uncensored Letter to M.L.K. Reveals - NYTimes.com
Math Patterns in Martin Luther King's I Have a Dream Speech
Math Patterns in Martin Luther King's I Have a Dream Speech

In her analysis of Martin Luther King’s speech, Nancy Duarte brought attention to the patterns created through his figurative language: the call and response, allusions, metaphors, etc., and she lays them out in multi-colored vertical bars for audiences to see. There is a geometric shape, there are patterns, and so, there is math.

Helping students understand the structure of Martin Luther King, Jr’s speech can help them better appreciate the brilliance of his craft in both creating and then in delivering his unforgettable message, “I Have a Dream.”

·theeducatorsroom.com·
Math Patterns in Martin Luther King's I Have a Dream Speech
March in Frankfort - "What Goes Down in History?" HSI: Historical Scene Investigation
March in Frankfort - "What Goes Down in History?" HSI: Historical Scene Investigation
In this lesson students explore a series of oral history accounts which discuss the March on Frankfort in 1964 then try to decide how it will be remembered in history. This is a "doing history" lesson that invites students to ask questions of their own.
·hsionline.org·
March in Frankfort - "What Goes Down in History?" HSI: Historical Scene Investigation
School Desegretation - "What was the first day of School like?" - HSI: Historical Scene Investigation
School Desegretation - "What was the first day of School like?" - HSI: Historical Scene Investigation

Students listen to various oral history recordings of what it was like for many Kentuckians on the first day that their school was integrated. Using their analysis of the evidence, they then decide how they would describe the first days of school desegregation in Kentucky. In other words, how did people in Kentucky experience school desegregation?

This is a "doing history" lesson in which students are put into the role of the historian trying to make sense of the past.

·hsionline.org·
School Desegretation - "What was the first day of School like?" - HSI: Historical Scene Investigation
J.T. Johnson and Al Lingo – StoryCorps
J.T. Johnson and Al Lingo – StoryCorps
On June 18, 1964, J.T. Johnson (L) and Al Lingo (R) were two of several protesters who jumped into the whites only pool at the Monson Motor Lodge in St. Augustine, Florida. At StoryCorps, they talked about how the owner of the hotel tried to force them out by pouring acid into the pool. This is a two minute audio of one of the swimmers
·storycorps.org·
J.T. Johnson and Al Lingo – StoryCorps
How Martin Luther King Jr. Wrote 'I Have A Dream' - Nerdwriter1 - YouTube
How Martin Luther King Jr. Wrote 'I Have A Dream' - Nerdwriter1 - YouTube
Teachers and students shouldn't be discouraged by the name of the site - this is an insightful, academically powerful look into the rhetoric of King's iconic speech. Although students recognize the name of this speech more than any other in American history, they probably haven't dug into it on a phrase by phrase basis to see how it works. Learning more about how speeches are written shows students the power of language.
·youtube.com·
How Martin Luther King Jr. Wrote 'I Have A Dream' - Nerdwriter1 - YouTube
The Plessy and Ferguson Foundation
The Plessy and Ferguson Foundation
The descendents of the Homer Plessy and Judge Ferguson, Keith Plessy, and Phoebe Ferguson formed this organization to provide education and awareness of the event that brought their ancestors into American History.
·plessyandferguson.org·
The Plessy and Ferguson Foundation
Address to the first Montgomery Improvement Association (MIA) Mass Meeting**
Address to the first Montgomery Improvement Association (MIA) Mass Meeting**
The text (and audio) of Martin Luther King's first address as president of the Montgomery Improvement Association. He was only 26 years old when this was recorded. This speech was delivered at the Holt Baptist Church on the Monday night following the Thursday arrest of Rosa Parks. The boycott was only one day old and this meeting was held to determine if there was enough support among the entire black community of Montgomery to continue. It lasted 13 months.
Mrs. Rosa Parks is a fine person. (Well,) And, since it had to happen, I'm happy that it happened to a person like Mrs. Parks, (Yes) for nobody can doubt the boundless outreach of her integrity. (Sure enough) Nobody can doubt the height of her character (Yes), nobody can doubt the depth of her Christian commitment and devotion to the teachings of Jesus. (All right) And I'm happy, since it had to happen, it happened to a person that nobody can call a disturbing factor in the community. (All right) Mrs. Parks is a fine Christian person, unassuming, and yet there is integrity and character there. And just because she refused to get up, she was arrested.
And I want to say that we are not here advocating violence. (No) We have never done that
I want to say that in all of our actions, we must stick together. (That's right) [applause] Unity is the great need of the hour (Well, that's right), and if we are united we can get many of the things that we not only desire but which we justly deserve. (Yeah) And don't let anybody frighten you. (Yeah) We are not afraid of what we are doing (Oh no), because we are doing it within the law. (All right) There is never a time in our American democracy that we must ever think we are wrong when we protest. (Yes, sir) We reserve that right
And as we stand and sit here this evening and as we prepare ourselves for what lies ahead, let us go out with the grim and bold determination that we are going to stick together. [applause] We are going to work together. [applause] Right here in Montgomery, when the history books are written in the future (Yes), somebody will have to say, "There lived a race of people (Well), a black people (Yes sir), 'fleecy locks and black complexion' (Yes), a people who had the moral courage to stand up for their rights. [applause] And thereby they injected a new meaning into the veins of history and of civilization." And we're going to do that.
·kinginstitute.stanford.edu·
Address to the first Montgomery Improvement Association (MIA) Mass Meeting**
Veterans of the Civil Rights Movement -- History & Timeline, 1955
Veterans of the Civil Rights Movement -- History & Timeline, 1955
Montgomery Bus Boycott article that provides a more factual, step by step, interpretation of the boycott and it's aftermath. perfect for teachers who want to provide students with more background. This can take students beyond the simplistic story that Rosa Parks was tired, they boycotted the bus lines and won.
Almost two-thirds of Black women in Montgomery work as domestic servants for white families, and almost half of all Black men are low-paid casual laborers or domestic workers.
Under their rules, the front is reserved for whites, and Blacks are sent to the back of the bus as is commonly the case throughout the South. But in Montgomery, Black passengers have to board and pay their fare at the front and then, not permitted to walk through the white section, they must get off and walk to the rear door to reenter. Some drivers close the doors and depart before Blacks who have paid their dimes can get back on board. As the bus fills up, whites from the front, Blacks from the rear, Blacks are not allowed to sit if it means that a white person has to stand. If the white section is full, the entire front-most row of Blacks must surrender their seats to create a new "white row." This often means that Blacks have to stand in the rear while one white rider occupies a row with three empty seats.
64,000 white and 43,000 Black residents are rigidly segregated.
According to Montgomery City Lines, 75% of their riders are Black, but many believe that the actual number is higher.
Rosa Parks is secretary of the Montgomery NAACP and a registered voter. In the words of Dr. King: "<i>Her character was impeccable and her dedication deep-rooted. All of these traits together made her one of the most respected people in the Negro community.</i>"
<i>False rumors were spread concerning the leaders of the movement. Negro workers were told by their white employers that their leaders were only concerned with making money out of the movement. Others were told that the Negro leaders rode big cars while they walked. During this period the rumor was spread that I had purchased a brand new Cadillac for myself and a Buick station wagon for my wife. Of course none of this was true. ... there was also an attempt to divide the leaders among themselves. Prominent white citizens went to many of the older Negro preachers and said: "If there has to be a protest, you should be the leaders. It is a shame for you, who have been in the community for so many years, to have your own people overlook you and choose these young upstarts to lead them." Certain members of the white community tried to convince several of the other protest leaders that the problem could be solved if I were out of the picture. "If one of you," they would say, "took over the leadership, things would change overnight.</i>&nbsp;—&nbsp;Martin Luther King.
Use this quote for students - could they figure out why the establishment would float this story about King? Can they understand the complexity of the police City Fathers and Bus Company taking this action to try to break up the solidarity of the Montgomery Improvement Association?
Every black person would get a traffic ticket two and three times a week.
This shows students that the boycott came with struggle - it was not just the inconvenience of not riding the bus - it was the cost of paying traffic tickets that were not valid
Meanwhile, at a rally of the Montgomery chapter of the White Citizens Council that draws 1,200 people, Police Commissioner Sellers publicly joins the organization and pledges his allegiance to their creed of white-supremacy.
One of the three "city fathers" - or commissioners of the city actually joins the White Citizens Council
On Saturday evening, January 21, a northern reporter tips off Dr. King that a front-page article in next morning's <i>Montgomery Advertiser</i> is going to claim that un-named "prominent" Black leaders have settled the boycott on company terms and that all Blacks are to resume riding the buses Monday morning
"Fake News" in 1956 - Montgomery newspaper floats a fake story that the Boycott is over in an attempt to fool blacks into getting back on the busses
Mayor Gayle tells the press that he and Commissioner Parks are following Sellers into the White Citizens Council to make it unanimous&nbsp;—&nbsp;all of Montgomery's elected leaders are now members of an organization committed to maintaining white-supremacy in a city that is 40% Black.
The other two council members join the WCC
Challenging Segregation in Federal Court
Do you wait for the Parks case to reach the Supreme Court, or do you get four others and just sue in federal court.
By mid-January the MIA office, Dr. King, E.D. Nixon and other boycott leaders are receiving 30 to 40 threatening calls and letters a day:
Day after day the barrage of hate and threats wear down movement leaders and takes emotional toll on their families
On Monday evening, January 30, a bomb is thrown at the King home on Jackson Street, exploding on the porch.
If you have weapons, take them home, if you do not have them, please do not seek to get them. We cannot solve this problem through retaliatory violence. We must meet violence with nonviolence.
Two nights later another bomb is thrown at E.D. Nixon's home.
A week after Fred Gray files <i>Browder v Gayle</i>, his draft board retaliates by revoking his minister's deferment.
The connections go far from the Montgomery Bus Boycott. Fred Gray, who filed the federal case, gets his draft deferment revoked by the sate, but the feds don't take him
Three days after the rally, a Grand Jury is set up to investigate the boycott and issue indictments for violating an Alabama law against conspiracies that interfere with private businesses
On Tuesday, February 21st, a judge issues an injunction against the boycott and the Grand Jury indicts 89 MIA leaders and carpool drivers for violating the anti-boycott law.
Rather than go to the expense of trying all 89 defendants and then fighting their appeals through state court, Alabama prosecutors try Dr. King as a test case on March 19, 1956.
He immediately convicts Dr. King of violating the anti-boycott law and fines him $500 (equal to $4,200 in 2012). King's defense files an appeal: <a href="http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_state_of_alabama_v_m_l_king_jr_1956_and_1960/" target="_blank"> State of Alabama v. Martin Luther King, Jr.</a> (When attorneys miss a filing deadline in 1957, the appeal is dismissed on that technicality and the fine is paid, but by this time the boycott has been won and bus segregation ruled unconstitutional.)
On April 23rd, the U.S. Supreme Court rules in <a href="http://openjurist.org/224/f2d/752/flemming-v-south-carolina-electric-and-gas-company" target="_blank"> <i>Fleming v South Carolina Electric &amp; Gas</i></a> that bus segregation laws in Columbia SC are unconstitutional.
Police Commissioner Sellers declares that bus drivers who fail to enforce segregation will be arrested. The buses remain segregated and the boycott carries on.
·crmvet.org·
Veterans of the Civil Rights Movement -- History & Timeline, 1955
HSI: Historical Scene Investigation
HSI: Historical Scene Investigation
In this lesson, students explore a series of oral history accounts which discuss the March on Frankfort in 1964. A newspaper account has been included to bring voice to the main speaker, Dr. Martin Luther King, Jr. As students explore the evidence, they work through the "detective's log" to help them analyze and chart findings from the sources. In the end, they are asked to write a paragraph or two answering the following questions: Who will go down in history for the March on Frankfort? Additionally, the students will be asked to indicate whether they were satisfied with the evidence and to list any additional questions that have been left unanswered through the investigation.
·hsionline.org·
HSI: Historical Scene Investigation
Anthony Imperiale Discusses the 1967 Newark Rebellion on Vimeo
Anthony Imperiale Discusses the 1967 Newark Rebellion on Vimeo
Anthony Imperiale organized "jungle cruisers" of civilian vigilantes to combat rioters in Newark in 1967. This interview shows that he still believes, years later, that the riot was planned. Here's a quote from him at another event - “If anyone does that around here, and I catch him, I will personally send his head home without his body,” Imperiale said at a rally in Nutley
·vimeo.com·
Anthony Imperiale Discusses the 1967 Newark Rebellion on Vimeo
Public Education Funding Inequality - 2018 Report of US Commission on Civil Rights
Public Education Funding Inequality - 2018 Report of US Commission on Civil Rights
"Still Separate, Still Unequal"
Decades of social science research reflects that schools that remain segregated by income and race tend also to remain extremely unequal in the educational opportunities that they afford students of different racial, ethnic, and economic backgrounds.
·diigo.com·
Public Education Funding Inequality - 2018 Report of US Commission on Civil Rights
FBI Report - Analysis of Martin Luther King, March 1968
FBI Report - Analysis of Martin Luther King, March 1968
Not recommended for students necessarily, but for teacher interested in a deeper understanding of the Civil Rights era and the difficulty in crafting a narrative history course that is responsibly inclusive. Included in this report are allegations regarding an affair with Joan Baez and a child born of one of his mistresses
·archives.gov·
FBI Report - Analysis of Martin Luther King, March 1968