TEACH-IN Package - National Visionary Leadership Project · modern Civil Rights Movement primarily focused on integration, whereas the 21st century Civil ... B. Consider multiple

BLACK QUILTED NARRATIVES, a program of the National Visionary Leadership Project ©NVLP 2015

a program of the National Visionary Leadership Project (NVLP)

TEACH-IN Package - Full Year (five months) Written by Karsonya Wise Whitehead, Ph.D.1 for NVLP

Photographer: Bob Adelman, Mule Wagon for the Poor People's Campaign, Memphis, Tennessee 1968

1 Dr. Whitehead is the Co-Project Director of the BQN Program and an associate professor of

communication and African and African American studies at Loyola University Maryland. She is also a Master Teacher in African American History; a former Baltimore City middle school teacher; and the 2006-07 Gilder Lehrman Maryland History Teacher of the Year.


Table of Contents The following is a guide for the 2015 BQN Teach-In Lesson Plan Package, which contains the following materials:

1. Introduction 3

2. Materials 3

3. Overview 4

4. Scope and Sequence 4

5. Lesson Structure 4

6. National Standards for History 5

7. Common Core State Standards 5

8. Objectives 5

9. Essential Questions 5

10. Vocabulary 6

11. Background Information 9

12. Lesson Plans: Full Year Teach-In Schedule (five months) 11 - 29

Teach In #1

Teach In #2

Teach In #3

Teach In #4

Teach In #5

12

16

21

26

28

13. Primary Source Package 30


Introduction: Less than sixty years ago, our country operated under a system of legalized segregation and oppression. Schools were separate and unequal and according to the members of the Kerner Commission, we were rapidly becoming two nations—one black and one white—separate and unequal. This has resulted in a system that is rapidly becoming very difficult to challenge and even more difficult to try and change. At the same time, for the past three years, there has been a growing collective that is crying out for change and is willing to challenge and confront the system in both the courtroom and in political and social spaces. During the Civil Rights Movement, lawyers like Thurgood Marshall, Constance Baker Motley, and Elaine Jones worked within the system to change the laws and Civil Rights leaders like Dorothy I. Height, Bayard Rustin, and Fannie Lou Hamer found ways to use their social power to mobilize people to work within their organizations to bring about change. Today, #BlackLivesMatter protestors—from South Carolina to New York and Texas to Washington—are changing and shifting the national conversation and the ways in which we define leadership. Although there are some similarities (e.g., just as college students during the Civil Rights Movement sat down at lunchtime counters in North Carolina to challenge segregation, college students today are lying down in the streets to challenge police brutality; and just as civil rights protestors attended the historic March on Washington, young protestors today are marching from New York to Washington to rally for change), there are some marked differences. The modern Civil Rights Movement primarily focused on integration, whereas the 21st century Civil Rights Movement (#BlackLivesMatter) focuses on the ways in which black people are criminalized and marginalized in our society. America, in so many ways, is still separated and deeply divided. From that tumultuous time where black people were fighting to have their civil rights protected to a time when a black man has been elected twice to the highest office in our country, it feels as if America has come full circle and as much as it has changed, for many, it feels like the hearts and minds of the American citizens has stayed the same. The current #BlackLivesMatter Movement, designed and led in large part by young people, is a reminder that the struggle for freedom, for equality, for equal protection under the law continues. In some ways, the questions are not “How do we teach young people about the modern Civil Rights Movement?” or “How do we tell them about the leaders from this time?” but rather, “What do we teach young people about the modern Civil Rights Movement?” and “How do we let these leaders speak for themselves and tell their own stories?” and “How do we teach young people to claim and give voice to their struggles and their pain?” In order for young people to fully connect with the past they need to be completely engaged and feel connected to the stories. Students must learn that the stories of the past have shaped their present reality and are the tools they can use to create their future. The Black Quilted Narratives Teach-In curriculum package is designed to meet that need and uses oral history interviews with black American elders—our visionaries—to teach young people about the modern Civil Rights Movement and engage them in a broader conversation about social justice, racial healing, and diversity. Materials: The Black Quilted Narratives Teach-In curriculum package includes a series of lesson plans (five for the full year; three for the Fall semester; and two for the Spring is designed in part to be used in conjunction with the NVLP website, which currently has a modern Civil Rights Movement timeline; a series of lesson plans that cover the strategy of nonviolence, women in the modern Civil Rights Movement, and the history of the Movement; an online dictionary of Words and Phrases; and, additional Visionary interviews. In an effort to document the work that will be done in the classrooms, scholars are asked to complete a monthly short evaluation of the lesson plan and forward it to NVLP along with three—five exemplar student projects.


Intended Audience: Middle and High School Recommended Class Times: Although the support materials can be used to extend the teaching time up to 75 minutes, the lesson plans were designed for a 50-60 minute class period. Overview: This curriculum package uses the historic 1963 March on Washington for Jobs and Freedom as a lens and Cultural Responsive Pedagogy as the tool through which students can explore the history of the modern Civil Rights Movement. By examining details about the March and its leaders as well as incidents leading up to and following the March, students will begin to understand and evaluate the significance of the March on Washington and its impact on the modern Civil Rights Movement. Scope and Sequence: The lesson begins with a broad contextualization of some of the key events that shaped the focus and planning of the March on Washington. Students will examine videos, photos, texts, and audio sources to interpret the historical context of this time period. With this context in mind, students will then engage in a series of close reading activities in order to analyze and evaluate this event. Lesson Structure: These lessons use the close reading teaching strategy and the Iceberg Theory, and are designed to help students clearly understand and fully engage with the content. The goal is to equip them with the foundational training that they need to participate in critical conversations about the material. Using these two strategies, students will enter into, and become engaged with, the content A(bove), B(eneath), and at the B(ottom) of the Water: Step One: when students work “Above the Water,” teachers activate prior knowledge in an effort to determine what the students know about the modern Civil Rights Movement and about the leaders, what they understand about the March on Washington, the modern Civil Rights Movement, and what they have learned about the impact of the Movement on American history. At this level of engagement, teachers are focused on making sure that their students are actively thinking/working to connect this new information with their prior knowledge. Step Two: When students work “Beneath the Water,” they are introduced to the readings, discussions, and primary sources, including the visionary interviews and the webisodes about the modern Civil Rights Movement. It is at this level of engagement that students will work very closely with the material and teachers are then focused on helping students to examine, analyze, and understand this new material. Step Three: Once students reach the “Bottom of the Water,” they will begin to integrate, apply, expand upon, and demonstrate an understanding of the new material. Students will write about the impact of the March, and the modern Civil Rights Movement, and produce a series of (optional) Assessments. At this final level of engagement, teachers want to ensure that students have effectively infused this material into their knowledge bank.


National Standards for History2 Standard 3: Historical Analysis and Interpretation A. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences. B. Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes and fears. H. Hold interpretations of history as tentative, subject to changes as new information is uncovered, new voices heard, and new interpretations broached. J. Hypothesize the influence of the past, including both the limitations and opportunities made possible by past decisions. Common Core State Standards3 This curriculum package meets Common Core State Standards in History/Social Studies for 6th-12th grades.

English Language Arts Standards » History/Social Studies » Grade 6-8 http://www.corestandards.org/ELA-Literacy/RH/6-8

English Language Arts Standards » History/Social Studies » Grade 9-10: http://www.corestandards.org/ELA-Literacy/RH/9-10

English Language Arts Standards » History/Social Studies » Grade 11-12: http://www.corestandards.org/ELA-Literacy/RH/11-12

Objectives 1. Examine, analyze, and evaluate some of the key events that took place during the modern

Civil Rights Movement. 2. Review and synthesize some of the major events that happened before and after the March

on Washington for Jobs and Freedom, including the 1963 Children’s Campaign and the 1964 Civil Rights Act.

3. Examine and discuss the ways in which women contributed to the CRM and the effectiveness of the strategy of nonviolence.

4. Watch and deconstruct two-four webisodes that focus on the different aspects of the Civil Rights Movement.

5. Engage in small and whole group discussions about social justice, racial healing, and diversity.

Essential Questions 1. Who were some of the male and female leaders who helped to organize the March on

Washington? How were their organizations involved in the planning of the event? And what was the impact of their speeches on the day’s events?

2. What are some of the incidents that led up to the March on Washington? How were these incidents addressed during the March?

3. How did the modern CRM leaders deal with racism and sexism? 4. How effective was the strategy of nonviolence? 5. Was the CRM a success or a failure?

2 National Center for History in the Schools. http://www.nchs.ucla.edu/history-standards/historical-thinking-

standards/3.-historical-analysis-and-interpretation 3 Although all of the Common Core Standards are listed here, teachers may focus on ones that fit their classrooms.

http://www.corestandards.org/ELA-Literacy/RH/6-8




Vocabulary Each word includes the standard Merriam-Webster definition and a link to an example that demonstrates the word. Boycott: to engage in a concerted refusal to have dealings with or do business with a person, store, organization to express disappointment or force a change in conditions. In 1953, in Baton Rouge, Louisiana, one of the first documented bus boycotts happened when the black citizens boycotted the bus system for eight days. Historians believed that this boycott inspired the Montgomery Bus Boycott. http://www.npr.org/templates/story/story.php?storyId=1304163 Civil Disobedience: During the Civil Rights Movement, civil disobedience was one of the primary methods of nonviolent resistance that was used to challenge racism and legalized segregation. It is an active refusal to obey certain laws, demands, and commands that support the accepted political and social system. In April 1963, the Southern Christian Leadership Conference (SCLC) organized the Birmingham Campaign to protest racism and racial segregation. After being arrested and in response to a letter from white clergyman who suggested that outside leaders should not be involved in events happening in Birmingham, Dr. King, with the help of Rev. Wyatt T. Walker, released his “Letter from a Birmingham Jail.” http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html http://content.time.com/time/photogallery/0,29307,1887394,00.html Civil Liberties vs. Civil Rights: Often confused, our civil liberties and our civil rights are built upon one another but are not the same thing. Our civil liberties grant us freedom from arbitrary governmental interference, specifically by denial of governmental power and in the United States especially as guaranteed by the Bill of Rights. Our civil rights are the rights of personal liberty guaranteed to U.S. citizens by amendments to the Constitution and by acts of Congress, for example, the 13th Amendment abolished slavery and the 14th Amendment provides equal protection under the law. http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html http://www.law.cornell.edu/wex/civil_rights Civil Rights Act of 1964: It is the nation’s benchmark civil rights legislation that prohibited discrimination on the basis of race, color, religion, sex or national origin and effectively ended the system of legalized segregation that had been in place since the 1896 Plessy v. Ferguson case. Although President John F. Kennedy initially proposed the Act during the summer of 1963, it was actually pushed through Congress and signed into law by President Lyndon Baines Johnson. http://www.judiciary.senate.gov/about/history/CivilRightsAct.cfm Civil Rights Movement: From 1954-1972, the modern Civil Rights Movement was a national political and social movement, designed to challenge and change the American system of legalized segregation. Using nonviolent forms of resistance, the campaign took places in various cities throughout the South, in social and public spaces, and in the courtroom. http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9.html http://www.visionaryproject.org/teacher/lesson1/hist.html

http://www.npr.org/templates/story/story.php?storyId=1304163

http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html

http://content.time.com/time/photogallery/0,29307,1887394,00.html

http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html

http://www.law.cornell.edu/wex/civil_rights

http://www.judiciary.senate.gov/about/history/CivilRightsAct.cfm

http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9.html

http://www.visionaryproject.org/teacher/lesson1/hist.html


Desegregate: to eliminate segregation in any law, provision, or practice requiring isolation of the members of a particular race in separate units. In 1954, after a series of unsuccessful challenges to the 1896 Plessy v. Ferguson case, the United States Supreme Court (USSC) ruled that the legalized system of segregation in the school system was inherently unequal. One year later, the Court ruled that schools needed to integrate “with all deliberate speed.” http://www.tc.columbia.edu/news.htm?articleID=4774 Racial Discrimination: the act of treating someone, an employee, an applicant, or a student, unfairly because they possess characteristics of a specific race, as in hair texture, skin color, facial features or they are married to someone who does. This is often confused with color discrimination, which only pertains to the color of a person’s skin. http://www.dosomething.org/tipsandtools/11-facts-about-racial-discrimination Freedom Riders: Starting in May 1961, several civil rights activists, “the Freedom Riders,” rode interstate buses in segregated cities throughout the South to challenge the local and federal government’s decision not to enforce the Supreme Court’s ruling in the Morgan v. Commonwealth of Virginia (1946) and the Boynton v. Virginia (1960) cases that segregated buses were unconstitutional. At almost every stop, the Freedom Riders were attacked, beaten, and in some cases arrested. http://www.smithsonianmag.com/history-archaeology/The-Freedom-Riders.html Jim Crow Laws: At the end of the American Reconstruction Period (approximately 1876), a series of state and local laws were enacted across the country mandating and legalizing de jure segregation in all public facilities in the South. In the North, segregation was primarily de facto and happened in housing, bank lending practices, and in job discrimination. http://www.nps.gov/malu/forteachers/jim_crow_laws.htm Protest Marches: In addition to a series of local protest marches, the modern Civil Rights Movement held three large-scale marches on the Mall in Washington D.C.: the 1957 Prayer Pilgrimage for Freedom, which is considered to be the first official large demonstration of black people; the 1963 March on Washington (Dr. King spoke at both of these marches); and the 1970 Kent State/Cambodian Incursion Protest, which was held ten days after Nixon announced the Cambodian invasion and 4 days after National Guardsmen killed four students at Kent State University. http://www.history.com/topics/kent-state Segregation: the separation or isolation of a race, class, or ethnic group by enforced or voluntary residence in a restricted area, by barriers to social intercourse, by separate educational facilities, or by other discriminatory means. Segregation has its roots in both the 1857 Dred Scott v. Sanford case, which ruled that since black Americans could not be citizens then they had no rights that whites were bound to respect, and the 1896 Plessy v. Ferguson case, which ruled that separate facilities could be established for white and black Americans as long as they were equal. http://www.pbs.org/wnet/supremecourt/antebellum/landmark_dred.html http://www.pbs.org/wnet/jimcrow/stories_events_plessy.html

http://www.tc.columbia.edu/news.htm?articleID=4774

http://www.dosomething.org/tipsandtools/11-facts-about-racial-discrimination

http://www.smithsonianmag.com/history-archaeology/The-Freedom-Riders.html

http://www.nps.gov/malu/forteachers/jim_crow_laws.htm

http://www.history.com/topics/kent-state

http://www.pbs.org/wnet/supremecourt/antebellum/landmark_dred.html

http://www.pbs.org/wnet/jimcrow/stories_events_plessy.html


Voting Rights Act of 1965: Less than one-year after the passage of the 1964 Civil Rights Act, President Johnson signed into law the Voting Rights Act, which prohibited discrimination in voting. It extended and protects the rights guaranteed under the 15th Amendment, which prohibits the federal and state government from denying a citizen the right to vote. http://www.ourdocuments.gov/doc.php?flash=true&doc=44 http://www.core-online.org/History/voting_rights.htm http://www.nytimes.com/2013/06/26/us/supreme-court-ruling.html?pagewanted=all&_r=1

http://www.ourdocuments.gov/doc.php?flash=true&doc=44

http://www.core-online.org/History/voting_rights.htm

http://www.nytimes.com/2013/06/26/us/supreme-court-ruling.html?pagewanted=all&_r=1


Background Information I. The modern Civil Rights Movement

In 1654, as the nation was still in the very early stages of growth and development,

eleven enslaved men and women petitioned for, and won, their freedom and land from the

council of New Netherland (New York). This was one of the first documented black protests in

America. Since then, black people have continued to be involved in an ongoing struggle to

achieve either freedom or equality or in some instances, both. During the American Civil War,

as enslaved and freeborn men and women joined the Union Army in the battle in the South,

freeborn men and women were engaged in civil disobedience in the North. Within the black

community, the question was never whether they should get involved in the struggle for civil

rights; but rather, when, where, and to what extent.

As America has continued to advance—from its early days as a young nation to its

current role as a world power—black people have contributed to, but have not always been able

to benefit from, the political and social mores that make up this country. This tension between

working for something and not receiving what one has worked for has naturally led to recurring

civil rights movements. It was happening in the courtroom in 1849, with the Roberts v. City of

Boston case, as lawyers argued that legalized segregation psychologically damaged black

students; and on the streetcars in 1867 when Caroline Le Count, a freeborn educated woman,

engaged in civil disobedience to force the city to enforce the law that integrated public

transportation. It happened in 1851 when Sojourner Truth, at the Akron Convention, challenged

a committee of men to think about the rights of women and again one year later when Frederick

Douglass challenged Americans to think about the significance of the fourth of July in the lives

and experiences of black people. The early movement for civil rights from the cotton fields in the

South to the cotton shirts in the North was extremely active and provided the roots upon which

the modern Civil Rights Movement and the 21st century Civil Rights Movement

(#BlackLivesMatter) were built.

Beginning in 1954, with the Brown v. Board decision, the modern Civil Rights Movement

is a critical period in American history. It was during this time—when black and white Americans

worked together—that the American system of injustice, oppression, and inequality slowly

began to change. This change is due in large part to the courage of the Little Rock Nine, the

innocence of Ruby Bridges, the determination of Autherine Lucy, the grit of James Meredith and

the work of Dr. King, Rev. Wyatt T. Walker, Dorothy I. Height, Fannie Lou Hamer, Stokely

Carmichael, Septima Poinsette Clark and many others. It is also due to the thousands of


nameless and faceless foot soldiers who worked tirelessly behind both the scenes and the

leaders who helped to bring about the type of change that America had been trying to have

since that day in New Netherland.

As the nation continues to celebrate the anniversary of some of the historic events that

happened during the modern Civil Rights Movement and the black and brown communities

continue to push to have their civil rights recognized, it is important to fully examine and explore

some of the lessons learned during this period.

II. March on Washington for Jobs and Freedom

On August 28, 1963, over 250,000 men, women, and children marched into Washington,

DC to demand better jobs, freedom and equality for black people, and to stand in support of

President Kennedy’s proposed comprehensive civil rights bill. Although the March was

nonviolent and was considered by many to be a success, it was 20th century) began in 1954

with the United States Supreme Court ruling in the Brown v. Board of Education case. With a 9-

0 ruling, the Court affirmed that segregated schools were unconstitutional, “inherently unequal,”

and should be integrated “with all deliberate speed.” As expected, there was deliberate and

immediate pushback to the ruling, with Southern governors stating that they would not abide by

it, the White Citizens Council organizing its members to oppose it, the passing of laws

abolishing compulsory school attendance, and a marked increase in violence towards, and

arrests of, any person who attempted to follow the Court’s ruling. What began as a legal battle

to end public school segregation quickly expanded and became a fight to end segregation in all

public spaces, including restaurants, public transportation, universities, and hotels. Prior to the

March, the organizers and participants of the modern Civil Rights Movement had experienced

countless victories as changes began to happen throughout the South—including Montgomery,

Alabama; Little Rock, Arkansas; and Greensboro, North Carolina—even as the veil of racism,

inequality, and unchecked violence refused to give way in cities like Birmingham and Anniston,

Alabama. Outside of the Civil War (which ended American enslavement) and the Revolutionary

War (which ended British rule), the fight for civil rights during the 20th century was the most

important social, economic, and political period in America’s history, as the country moved from

being two nations, divided by race, to one nation.


Lesson Plans


BQN TEACH-IN - Full Year - #1

Black Quilted Narratives: Connecting Stories

Overview During this first Teach-In, teachers will introduce their students to the topics of social justice and racial healing through the lens of the modern Civil Rights Movement (CRM). Although students are familiar with the CRM, the BQN curriculum package is built upon NVLP’s unique one-of-a-kind webisodes or first-person visionary interviews. As a result, students are reintroduced to this important topic through the eyes and experiences of the visionaries. Using a webisode that provides an overview of the modern Civil Rights Movement, students will discuss and deconstruct Dr. King’s “I Have A Dream” speech. They will also complete a pre-evaluation worksheet that will be revisited at the end of the five months of Teach-Ins. Materials Index Cards Cell Phones or Computers (for Teach-In Evaluation) Television or Computer to view the webisodes and videos Access to the Internet Paper Copies of the Student Evaluation (if needed) Motivation 1. Warm Up: Individually created 2. Before students walk into the classroom, place a colored square on their desk, face down. Each square should have a different word written on it. The words should connect to the central theme, “We Dream of a World with…” with word or phrase choices such as: “love, happiness, togetherness, sisterly love, brotherly love, color blindness, equality, justice, freedom, political power, safety, green spaces, clean air, safe spaces, dignity, respect, pride, opportunities, peace, unity,…out war, you.” 3. Lecture Blast: Once students are seated, tell them that approximately fifty years ago (1963), on the steps of the Lincoln Memorial, half a million black and white Americans came together in support of a dream: the dream of building and creating a better America. They had come from all over the country, in cars, on trains, on buses, and in some cases, on foot to bear witness and be present at this historic moment that fundamentally shaped our society. This event, The March on Washington for Jobs and Freedom, was a fundamental moment during the modern Civil Rights Movement, which taken as a while consists a series of moments when taken together make up our American quilt. Outline what it means to study and think about social justice, diversity, and racial healing and if necessary, define these terms for the students.4 Depending upon the grade level of your students, these definitions can be written and put up on the board.

4 For additional background information about the modern Civil Rights Movement, see

http://www.visionaryproject.org/teacher/lesson1/hist.html.For more information, see the attached Primary Source Package.



4. Tell them that during the BQN Teach-Ins (which will take place over the next five months), they will discuss the modern Civil Rights Movement and examine some of the key moments that happened during this time, namely the March on Washington and the 1964 Civil Rights Act, and some of the key ideas that shaped the political process, namely active nonviolent resistance. They will use both a social and a racial justice lens to view and deconstruct the Movement. They are going to do some critical thinking, close reading, archival research, conduct an oral history interview, and create a paper quilt. 5. Activate prior knowledge by asking students to share what they know about the modern Civil Rights Movement. Depending upon the grade level of your students, this can range from a few things to an entire list. If need be, once students reach seven-ten events, have them begin to define each of these moments. Use the time to clear up any misconceptions that students may have about these moments. 6. Webisode: Tell students that they will begin by watching a short webisode, “The Overview of the Civil Rights Movement,” that provides an overview of the modern Civil Rights Movement.5 7. After the webisode, have them read the following section from Dr. King’s “I Have a Dream” speech:

I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident, that all men are created equal.” I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.6

Depending upon your classroom, students can either read the quotes or watch a small section of Dr. King’s speech.7

8. Once the students have finished reading (or listening to) the section, have them take a moment to think and reflect on whether or not they think we have achieved Dr. King’s dream. Have the students write their answers first and then share them in either small groups or in a whole group discussion. Younger students may benefit from using a Graphic Organizer, either a teacher-created one or one that they develop as a class.

5 Webisode #1: “Overview of the Civil Rights Movement” https://youtu.be/VOO59m5dVUs. More information about the

March on Washington may be found at http://www.core-online.org/History/washington_march.htm 6 http://www.archives.gov/press/exhibits/dream-speech.pdf

7 https://www.youtube.com/watch?v=H0yP4aLyq1g

https://youtu.be/VOO59m5dVUs

http://www.core-online.org/History/washington_march.htm

http://www.archives.gov/press/exhibits/dream-speech.pdf

https://www.youtube.com/watch?v=H0yP4aLyq1g


Independent Practice 9. Tell the students that now that they have revisited King’s speech, they are going to compare it to a portion of John Lewis’s March speech and, time permitting, to an interview with Dorothy I. Height where she also discusses the March.8 If students are not familiar with John Lewis, explain to them that during the modern Civil Rights Movement, Lewis served as the chair of the Student Nonviolent Coordinating Committee (SNCC), was one of the heads of the national civil rights organizations who helped to organize the March (dubbed by the media as the “Big Six”9), and currently serves as a Member of the U.S. House of Representatives from Georgia’s 5th District. If they are also not familiar with Dr. Height, tell them that she was the president of the National Council of Negro Women, a national civil rights organization, and that she created and founded the Black Family Reunion. 10. Tell the students to take a moment to think about what it means to have a “dream” and be willing to die for it. Ask them whether or not they have dreams and then have them think about the difference between an individual dream and a collective dream. Time permitting: Once they have had a moment to reflect, tell the students that they are going to watch a clip from Dorothy I. Height as she describes the March on Washington and the modern Civil Rights Movement.10 11. Once the interview has ended, have students refer back to (either their Graphic Organizer or their notes) to reflect on whether or not change has not happened.

8 John Lewis and the March on Washington, https://vimeo.com/70657416

9 The “Big Six” were the leaders of the organizations that helped to plan and promote the March on Washington and

consisted of Lewis, SNCC; King, the chairman of the Southern Christian Leadership Conference (SCLC); James Farmer, the founder of the Congress of Racial Equality (CORE); A. Philip Randolph, the organizer of the Brotherhood of Sleeping Car Porters; Roy Wilkins, the executive directive of the NAACP; and Whitney Young, from the National Urban League. Dorothy I. Height, president of the National Council of Negro Women, helped to organize the March but was not invited to speak. 10

Dorothy I. Height “On March on Washington” TRT: 4:52 http://www.youtube.com/watch?v=W5lJ2VzaOR8

https://vimeo.com/70657416


Wrap Up 12. Students should be instructed to turn over their post cards, read their word, and then write a one-sentence description of it. Postcards should be left on their tables when class ends. (Postcards should be collected and then given back to the students at the end of the last Teach-In). 13. Conclude the discussion by reviewing the definitions of social justice and racial healing. Evaluation 14. Have students either take out their phones or move to a computer station to complete the BQN Pre-Evaluation using Survey Monkey. Optional Assessment 15. Students will go through their communities and take photographs that answer the question, “What does diversity look like through my eyes?” These can either be placed in a Power Point or in a Word document. Since the next Teach-In is next month, students should be instructed to complete it throughout the month. Perhaps scholars can create a poster or countdown clock to remind them about the Assessment.



Complicated Textures: Confronting Racism + Sexism Overview During the second Teach-In, teachers will focus on historical biases and help students to learn both the language and the critical thinking skills they need to address, confront, and process inherent racism, sexism, and classism. Using NVLP visionary interviews that discuss the strategy of nonviolence as an entry point and a webisode about dealing with racism and sexism during the modern Civil Rights Movement, students will be introduced to visionaries who describe their own experiences with processing these difficult concepts. Materials Copies of the “Viewing Response Sheet” Television or Computer to view the webisodes and videos Access to the Internet Postcards from Teach-In #1 Motivation

1. If students completed the optional assessment, have them share out, and discuss what diversity looks like through their eyes.

2. Lesson Review: Remind the students that last month they used video and text to examine the March on Washington, a key moment in our American history quilt, and today they will explore the strategy of nonviolent resistance and they will develop strategies that can be used to confront racism and sexism.

3. Explain to them that the practice of nonviolent resistance has its roots in the teachings of Jesus Christ and the work of Mahatmas Gandhi and that it takes training to be able to stand in the face of hate and violence and actively choose not to fight back.

4. Using both the “Timeline” and the “Words and Phrases” from the online Civil Rights Movement dictionary, create a timeline on the board to highlight some of the key events that took place during the modern Civil Rights Movement to help students understand what was happening throughout the South prior to Dr. King’s arrest. Time permitting (and depending upon your classroom’s access to technology), have students work through the “Timeline” website in small groups or individually. 11

5. Videos a. Tell the students that this month’s webisode, “Dealing with Racism and Sexism,”

highlights the ways in which civil rights leaders confronted and dealt with racism and sexism.12

b. Time permitting, share clips of Coretta Scott King talking about how the Montgomery Bus Boycott started (http://www.youtube.com/watch?v=_6tgr7gOXiI) and C.T. Vivian discussing the “Freedom Rides” (http://www.youtube.com/watch?v=3zTjNKLVLO4).

11

http://www.visionaryproject.org/teacher/lesson1/wordsphrases.html; http://www.visionaryproject.org/timeline/ 12

Webisode #2: “Dealing with Racism & Sexism” https://youtu.be/i-5u_atxgEc

http://www.youtube.com/watch?v=_6tgr7gOXiI

http://www.youtube.com/watch?v=3zTjNKLVLO4

http://www.visionaryproject.org/teacher/lesson1/wordsphrases.html

http://www.visionaryproject.org/timeline/

https://owa.loyola.edu/owa/redir.aspx?SURL=_w9VGGvlY5s0n2BSHXnmhr2q76KOqn_HT_ZioIFnxH3v9g2du5XSCGgAdAB0AHAAcwA6AC8ALwB5AG8AdQB0AHUALgBiAGUALwBpAC0ANQB1AF8AYQB0AHgAZwBFAGMA&URL=https%3a%2f%2fyoutu.be%2fi-5u_atxgEc


Independent Practice

6. Tell the students that they will work in pairs or groups of three to read through and deconstruct Dr. King’s “Letter from a Birmingham Jail,” his open response to the Call to Unity.13

If necessary, explain to them that Dr. King was in Birmingham to participate in the targeted Birmingham Campaign, which consisted of coordinated marches and sit-ins against racism and segregation. He was later arrested and after the “Call to Unity” was published (a letter written by eight white Alabama clergymen, who felt that black Civil Rights leaders should not get involved in Birmingham’s affairs), Dr. King responded (with the help of Rev. Wyatt T. Walker) by writing and publishing his “Letter.”

Wrap Up

7. Students will share-out their notes on Dr. King’s “Letter” and discuss how the Birmingham Campaign (as described in the “Letter”) later led to the March on Washington.

8. Students will revisit their postcards (from Teach-in #1) and under the definition, they will add

a real-world example of the word.

Homework

9. Using the Time magazine photos of the “Top 10 Nonviolent Protests,” students will look through the website to understand how the use of nonviolence was not limited to the modern Civil Rights Movement.14

Optional Assessment

10. Students will complete a movie analysis, where they will watch a movie that focuses on some area of race, class, and gender and complete a worksheet and write a one-page mini-reflection about the movie.15

13

“Letter from a Birmingham Jail” (audio and text) https://kinginstitute.stanford.edu/king-papers/documents/letter-birmingham-jail ; “Independent Reading Strategies for Students” https://www.teachingchannel.org/videos/student-annotated-reading-strategy 14

“Top 10 Nonviolent Protests” (note: photographs #6 and #7 are from the modern Civil Rights Movement) http://www.time.com/time/photogallery/0,29307,1887394,00.html 15

Suggestions for movies that focus on race, class, and gender may be found at http://www.dansfilmblogonraceclassandgender.bogspot.com.html

https://kinginstitute.stanford.edu/king-papers/documents/letter-birmingham-jail

https://kinginstitute.stanford.edu/king-papers/documents/letter-birmingham-jail

https://www.teachingchannel.org/videos/student-annotated-reading-strategy

https://www.teachingchannel.org/videos/student-annotated-reading-strategy

http://www.time.com/time/photogallery/0,29307,1887394,00.html

http://www.dansfilmblogonraceclassandgender.bogspot.com.html/


Viewing Response Sheet

Movie Name:_________________________________________________________________

Release Year: _______ Director:_______________________________________________

Setting: Time - _______________ Place - _________________________________________

Major Characters: ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Main Problem: ____________________________________________________________________________

____________________________________________________________________________

Issues of Diversity Present in Plot: Check all that apply.

gender bias Apartheid, castes

disabilities racism tracking

discrimination assimilation ethnocentrism prejudice ageism

religious intolerance

acculturation GLBT bias Body type, size lower academic expectations for poor/minorities

Linguistic diversity (dialect, vernacular)

Class Linguistic diversity (English language learners)

Poverty Wealth

Make general notes about the plot below and on the back.


General Sequence of Events Puzzling Events/Unanswered Questions/Enigmas

Hair-raising or Unnerving Moments

Resolution to the Main Problem


Paper Criteria Possible Points

Points Earned

Briefly summarizes the plot. (1 paragraph) 5

Analyzes the role of a main character. (Using the graphic organizer as a guide; attach the organizer to the paper.)

25

Identifies, analyzes, and elaborates upon at least two issues of diversity that are present in the conflict of the story. (2-3 paragraphs)

25

Describes the character or scene that seems most realistic or that you identify with the most, and explains why. (2 paragraphs)

15

Identifies and elaborates on the questions: 1. In what ways does the director conform to (race, class, or gender) stereotypes to create the characters? 2. In what ways does the director challenge gender stereotypes to create the characters? 3. Ultimately, what do you think this movie is saying about (race, class, or gender) norms, and their relationship to power, in American society?

25

Cover page, reference page, spelling, grammar, punctuation, usage, mechanics

5



Patchwork Narratives: Exploring The March on Washington

Overview Building upon the previous two Teach-Ins, including discussions on the modern Civil Rights Movement and historical biases, the third Teach-In discussion focuses on social justice and equity. This month’s webisode will explore the March on Washington and provide students with a broad overview of the different ways that the leaders addressed, and believed in, racial healing. Students will brainstorm solutions for healing, learning how to have these conversations without anger and distrust. They will also learn how to conduct a mini-oral history interview. Materials Television or Computer to view the webisodes and videos Access to the Internet Postcards from Teach-In #1 Copies of the Debate Overview Sheet Copies of the Mini-Oral History Interview Information Sheet Motivation 1. If students completed the Optional Assessment, have them share out and discuss the ways

in which the issues of race, class, and gender were presented in the movie. 2. Tell the students that, in the last two Teach-Ins, they have discussed some of the speeches

from the March, nonviolent resistance, and Dr. King’s “Letter” in preparation to deconstruct the events that happened during the March on Washington and its impact on American policies, practices, laws, and procedures; and to analyze the role that children played during the Movement.

3. Activate prior knowledge by asking the students to share some of the key points covered

during the first two Teach-Ins as well as to list the names of the some of the civil rights leaders. Write the information down on the board and tell them that they will review the list and add to it at the end of the lesson. Ask students to share any questions that they have about the topic throughout the lesson so that they are also engaged in inquiry as they move through the lesson.

4. Tell them that today they are going to specifically look at the 1963 March on Washington for

Jobs and Freedom. Ask them what they know about the March and then have them view the webisode, “The March on Washington.”16

5. After viewing the webisode, discuss some of the key points from the March on Washington.

Ask them to consider whether the goals of the March have been realized. Tell the students that during the Movement, there were many points of tension. In addition to the discussions around gender, the issues of race and class where heavily contested and debated as well.

16

Webisode #3: “The March on Washington” http://youtu.be/gtK_I8BXRqk

https://owa.loyola.edu/owa/redir.aspx?SURL=iDBgn8e5mtqLR2tpuHMUMD2yyb8jx3vOOI3A1KY1QT6vy0U6ypXSCGgAdAB0AHAAOgAvAC8AeQBvAHUAdAB1AC4AYgBlAC8AZwB0AEsAXwBJADgAQgBYAFIAcQBrAA..&URL=http%3a%2f%2fyoutu.be%2fgtK_I8BXRqk


6. Tell them today they are going to talk about healing and learn how to have conversations without anger or distrust.17 Tell them that there are four key rules to having difficult conversations:

1. Help to establish, and then abide by, the Ground Rules (to monitor the discussion). 2. Seek First to understand rather than to be understood. 3. Monitor yourself, your attitude, and your emotions 4. Leave the emotions in the room but take the lessons with you.

Independent Practice 7. Have students think about the healing process (as it pertains to emotions) and why it is so

difficult to have difficult conversations. Split them in multiple groups and assign each group a position: Pro: “The modern Civil Rights Movement was a success.” Con: “The modern Civil Rights Movement was a failure.” 18

8. Students will use both electronic and print sources to examine and deconstruct the

Movement, and find 2-3 key points to support their position. Share Out 9. Students will spend the last portion of class debating their topics. Wrap Up 10. Tell students to take a look at their postcards from Teach-In #1 and add another word or

description based upon what they learned today. Optional Assessment 11. Students will produce a mini-oral history package where they will select an elder (someone

who is at least 50 years of age) from their community, develop interview questions, and conduct a 5-10 minute interview with them.19

Note that if students are assigned this project, they will need at least another day to select someone to interview and to develop interview questions.

17

For more information on how to lead difficult classroom discussions, see http://cft.vanderbilt.edu/2011/04/leading-classroom-discussion-on-difficult-topics/ 18

For more information on how to have an in-class debate, see http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml 19

Students should be encouraged to look for elders in their neighborhood, the school, or their church. If a number of students are having a difficult time finding an elder, teachers might consider bringing in an elder into the class and having the students interview that person together.

http://cft.vanderbilt.edu/2011/04/leading-classroom-discussion-on-difficult-topics/

http://cft.vanderbilt.edu/2011/04/leading-classroom-discussion-on-difficult-topics/

http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml


Classroom Debates20 Introduction The classroom debates are exercises designed to allow you to strengthen your skills in the areas of leadership, interpersonal influence, teambuilding, group problem solving, and oral presentation. Debate topics and position statements are outlined below. All group members are expected to participate in the research, development, and presentation of your debate position. Debate Format 3 minute Position Presentation - Pro 3 minute Position Presentation - Con 2 minute Rebuttal - Pro 2 minute Rebuttal - Con Debate Topics PRO: The modern Civil Rights Movement was a success. CON: The modern Civil Rights Movement was a failure. Research and find 2-3 key points to support your position.

202003, David M. Leuser, Ph.D. Plymouth State University. All rights reserved.




DEBATE BALLOT

Debate ______________________________________________ Class _____________

Name of Evaluator ____________________________________ Date _____________

1 2 3 4 5

Poor Fair Average Good Excellent

3-Minute Position Presentation

Pro

Rating = ____ Comments:

Con


2-Minute Rebuttal

Pro


Con


Team Presentation Evaluation21

Team Name ____________________________________________ Grade _______

Case _________________________________ Date___________ Duration _______

Content Strengths

Weaknesses

Improvements

General Comments

21 1999, David M. Leuser, Ph.D. Plymouth State College of the University System of New Hampshire.




Mini-Oral History Interview22 Assignment: find and select elect an elder (someone who is at least 50 years of age) from their community, develop interview questions, and conduct a 5-10 minute interview with them. The interview should last no more than 10-minutes.

How do I ask the questions?

1. Ask easy questions first, such as brief biographical queries. Ask very personal or emotionally demanding questions after a rapport has developed. End as you began, not with bombshells, but gently with lighter questions.

2. Ask questions one at a time. 3. Allow silence to work for you. Wait. 4. Be a good listener, using body language such as looking at the interviewee, nodding,

and smiling to encourage and give the message, "I am interested." 5. If necessary, use verbal encouragement such as "This is wonderful information!" or

"How interesting!" Be careful, however, not to pepper the interview with verbal encouragement such as "uh-huh," said at the same time that the interviewee is speaking.

6. Ask for specific examples if the interviewee makes a general statement and you need to know more. Or you might say, "I don't understand. Could you explain that in more detail?"

7. Unless you want one-word answers, phrase your questions so that they can't be answered with a simple "yes" or "no." Don’t ask, "Were you a farmer on Denny Hill during the 1930s?" Ask stead, "What was it like farming up on Denny Hill during the 1930s?" Ask "essay" questions that prompt long answers whenever you can. Find out not only what the person did, but also what she thought and felt about what she did.

8. Ask follow-up questions and then ask some more. 9. Be flexible. Watch for and pick up on promising topics introduced by the interviewee,

even if the topics are not on your interview guide sheet.

Sample Questions

1. Please tell me your name, your birthdate, our relationship, and where we are. 2. What was the happiest moment of your life? 3. Who was the most important person in your life? Can you tell me about him or her? 4. What are the most important lessons you've learned in life? 5. What are you proudest of in your life? 6. What do you remember about the modern Civil Rights Movement? 7. Do you think the modern Civil Rights Movement was a success of failure? 8. What do you think was accomplished during the Movement? 9. And do you think we need a “new” Civil Rights Movement? 10. If you have one, share a story about the modern Civil Rights Movement – your

participation, your involvement, how it impacted you, when did you first hear about it?

22

For more information, see http://dohistory.org/on_your_own/toolkit/oralHistory.html

http://dohistory.org/on_your_own/toolkit/oralHistory.html



Our Quilted Narratives: Documenting, Archiving, & Telling All Stories

Overview: By month four, students should be prepared to discuss social inclusion and racial justice. Students will watch a webisode that focuses on the contributions of women during the modern Civil Rights Movement. They will also work in small groups to plan a current March on Washington and explore the ways in which history is discussed and remembered. Finally, they will “teach” (share out) the material to their peers. Materials Television or Computer to view the webisodes and videos Access to the Internet Postcards from Teach-In #1 Motivation

1. If students completed the Mini-Oral History Interview project, have them share out and discuss what they learned during the project. One student should act as the scribe and make a list of the lessons learned to share with the class.

2. Ask students to call out the names of any female civil rights leaders and their contribution to the modern Civil Rights Movement. Make a list on the board so that names can be added at the end of the lesson. Ask students why the female civil rights leaders are not as well known as the men.

3. Using the NVLP teacher-created historiography about women, give an overview of the women that were involved in the modern Civil Rights Movement.23 Tell students that today they are going to look at a webisode that provides further information about the role that women played during this important time in America’s history.24

4. Once finished, tell the students that although Dr. Dorothy I. Height (remind them who she was if they do not remember) was involved in the planning of the March on Washington, she was not allowed to speak. In fact, the only woman who spoke at the March was speaking on behalf of the French Embassy. Ask them:

a. Why do you think it was so difficult to convince the organizers to have a woman speak at the March?

b. Do you think it was important to have a woman included in the list of speakers? Why or why not?

23

“We Shall Not Be Moved” http://www.visionaryproject.org/teacher/lesson2/hist.html 24

Webisode #4: “Women of the Civil Rights Movement” http://youtu.be/dNgFNseCkkA


https://owa.loyola.edu/owa/redir.aspx?SURL=J2o0MbVMIeUKH8DKtICgLLeH7bNXZo4uO0CpEPDFhDoPLUg6ypXSCGgAdAB0AHAAOgAvAC8AeQBvAHUAdAB1AC4AYgBlAC8AZABOAGcARgBOAHMAZQBDAGsAawBBAA..&URL=http%3a%2f%2fyoutu.be%2fdNgFNseCkkA



5. Working in groups of two-three, tell the students that they are going to plan a March on Washington to be held next year. They should plan out the day’s activities including topics, potential speakers, headline speaker, and musicians.

6. Once the program is completed, students can either write the first draft of the headline speaker’s speech or write a series of chants and slogans that would be shared in preparation for the March.

Share Out

7. Students will spend the last portion of the class sharing out their March on Washington program.

Wrap Up

8. Tell students to take a look at their postcards from Teach-In #1 and add another word or description based upon what they learned today.

Optional Assessment

9. Students will create a Diversity Moments Journal where they will record their daily reflections on diversity, healing, and inclusion.



“We Dream Of A World With…” Applying the Lessons from the modern Civil Rights Movement

Overview: The final Teach-In, which is designed to take place in February (during Black History Month), has two objectives: 1.) Students will learn how to lead conversations among their peers and with their family on racial healing; and 2.) Students will reflect on, and process, the past five months of training. Using the March on Washington as a starting point for this discussion, students will talk about this historic event and the aftermath from it. They will then have a whole group discussion to process the Teach-Ins and then complete a post-evaluation to demonstrate not only how much they have learned about racial healing, equity, social justice and inclusion; but also, how much they have learned about themselves.

Materials Cell Phones or Computers (for Teach-In Evaluation) Television or Computer to view the webisodes and videos Access to the Internet Postcards from Teach-In #1 Motivation 1. If students completed the Optional Assessment, have them share out and discuss some of

their thoughts and feelings about diversity; race, class, and gender; social justice; and, racial healing.

2. Tell students that they have come to the end of the Five-Month Teach-In program and they will spend the day wrapping up and concluding the discussion.

3. Give students their postcards and have them add one sentence from their reflection to their postcards and work to create a postcard quilt. The postcards can either be taped together or yarn can be used to attach them to one another. Students should bring their postcard to the front of the room, share what they have written, and then add it to the quilt. Once all postcards have been connected it can be hung up in the room or somewhere in the building.

4. Students should take ten-fifteen minutes to write an essay that uses the postcards to answer the prompt: “I Dream Of A World With…”

5. Once finished, tell the students that they are going to work in small groups to make a list of the top ten things that any student should know about the Civil Rights Movement.



6. Using the Internet and class notes, students should spend the bulk of the time discussing, debating, and revising their list. Each selected activity, must be explained.

Wrap Up

7. Students will share-out their Top Ten List. One student should act as the scribe and put all of the events on the board to ultimately create a class-created list.

Evaluation

8. Have students either take out their phones or move to a computer station to complete the BQN Post-Evaluation using Survey Monkey.


Primary Source Packet


Bibliography Articles: Bullard, Robert D. "Environmental Justice in the 21st Century: Race Still Matters." Phylon 49

(2001): 151-71. JSTOR. http://www.jstor.org/stable/3132626 Castells, Manuel. "The New Public Sphere: Global Civil Society, Communication Networks, and

Global Governance." Annals of the American Academy of Political and Social Science 616 (2008): 78-93. JSTOR. http://www.jstor.org/stable/25097995

Cowan, Jane K. "Culture and Rights after "Culture and Rights"" American Anthropologist 108

(2006): 9-24. JSTOR. http://www.jstor.org/stable/3804728 Gaines, Kevin. "The Civil Rights Movement in World Perspective." OAH Magazine of History 21

(2007): 57-64. JSTOR. http://www.jstor.org/stable/25162103 Hill, Walter B., Jr. "Researching Civil Rights History in the 21st Century." The Journal of African

American History 93 (2008): 94-99. JSTOR. Web. 23 Sept. 2013. http://www.jstor.org/stable/20064260

Horne, Gerald. "Toward a Transnational Research Agenda for African American History in the

21st Century." The Journal of African American History 91 (2006): 288-303. JSTOR. http://www.jstor.org/stable/20064092

Isaac, Larry, and Lars Christiansen. "How the Civil Rights Movement Revitalized Labor

Militancy." American Sociological Review 67.5 (2002): 722-46. JSTOR. http://www.jstor.org/stable/3088915

Jalata, Asafa. "Revisiting the Black Struggle: Lessons for the 21st Century." Journal of Black

Studies 33 (2002): 86-116. JSTOR. http://www.jstor.org/stable/3180990 Landman, Todd. "Measuring Human Rights: Principle, Practice, and Policy." Human Rights

Quarterly 26 (2004): 906-31. JSTOR. http://www.jstor.org/stable/20069767 Persell, Caroline H. "The Interdependence of Social Justice and Civil Society." Sociological

Forum 12 (1997): 149-72. JSTOR. http://www.jstor.org/stable/684742 Surace, Samuel J., and Melvin Seeman. "Some Correlates of Civil Rights Activism." Social

Forces 46.2 (1967): 197-207. JSTOR. http://www.jstor.org/stable/2574601 Verkuyten, Maykel, and Ali Aslan Yildiz. "The Endorsement of Minority Rights: The Role of

Group Position, National Context, and Ideological Beliefs." Political Psychology (2006): JSTOR. Web. 23 Sept. 2013. http://www.jstor.org/stable/3792394

Wotipka, Christine Min, and Kiyoteru Tsutsui. "Global Human Rights and State Sovereignty:

State Ratification of International Human Rights Treaties, 1965-2001." Sociological Forum 23 (2008): 724-54. JSTOR. http://www.jstor.org/stable/40210388

http://www.jstor.org/stable/3132626














Books: A Testament of Hope: the Essential Writing of Martin Luther King, Jr. Edited by James M.

Washington. San Francisco: Harper, 1990. Bennett, Lerone Jr. Great Moments in Black History: Wade in the Water. Chicago: Johnson

Publishing Company, Inc., 1979. Blackmon, Douglas A. Slavery by Another Name: The Re-enslavement of Black Americans from

the Civil War to World War II. New York: Doubleday, 2009. Print. Branch, Taylor. The King Years: Historic Moments in the Civil Rights Movement. Simon &

Schuster, 2013. Branch, Taylor. Parting the Waters: America in the King Years, 1954-1963. New York: Simon

and Schuster, 1988.

———. Pillar of Fire: America in the King Years, 1963-1965. New York: Simon and Schuster,

1988. Ciment, James. Atlas of African-American History. New York: Checkmark Books, 2001. Davis, Townsend. Weary Feet, Rested Souls, A Guided History of the Civil Rights Movement.

New York: Norton, 1999. The Eyes on the Prize Civil Rights Reader: Documents, Speeches, and Firsthand Accounts

from the Black Freedom Struggle, 1954-1990. Edited by Clayborne Carson, David J. Garrow, Gerald Gill, Vincent Harding, and Darlene Clark Hine. New York: Viking, 1991.

Greenwald, Glenn. With Liberty and Justice for Some: How the Law Is Used to Destroy Equality

and Protect the Powerful. New York: Picador, 2012. Hampton. Henry and Steve Fayer. Voices of Freedom: An Oral History of the Civil Rights

Movement from the 1950s through the 1980s. New York: Bantam, 1990. Hine, Darlene Clark, William C. Hine, and Stanley Harrold. Documents in African-American

History. New Jersey: Pearson Prentice Hall, 2006. Kelley, Kitty, and Stanley Tretick. Let Freedom Ring: Stanley Tretick's Iconic Images of the

March on Washington / Kitty Kelly. St. Martin's, 2013. King, Martin Luther. Why We Can't Wait. Penguin Group, 2000. May, Gary. Bending toward Justice: The Voting Rights Act and the Transformation of American

Democracy. New York: Basic, 2013. McWhorter, Diane. Carry Me Home: Birmingham, Alabama, the Climactic Battle of the Civil

Rights Revolution. New York: Simon & Schuster, 2013. The Negro in 20th Century America: A Reader on the Struggle for Civil Rights. Edited by John

Hope Franklin and Isidore Starr. New York: Random House, Inc., 1967.


Olson, Lynne. Freedom’s Daughters: The Unsung Heroines of the Civil Rights Movement 1830-1970. New York: Touchstone, 2001.

Rieder, Jonathan. Gospel of Freedom: Martin Luther King, Jr.'s Letter from Birmingham Jail and

the Struggle That Changed a Nation. Bloomsbury USA, 2013. Sowell, Thomas. Civil Rights: Rhetoric or Reality? HarperCollins, 1985. Video Clips: National Visionary Leadership Project Interviews Rev. Willie Barrow “Women’s Involvement with the March on Washington” trt: 7:53 http://www.youtube.com/watch?v=iVN6KTdoOqc Lerone Bennett “March on Washington” trt: 2:47 http://www.youtube.com/watch?v=1d9ulsOb4LQ&feature=c4-overview-vl&list=PLCwE4GdJdVRLsbVGEiH0S0J9Tc073Exrt Myrlie Evers-Williams “On Medgar’s Assassination” trt: 4:18 http://www.youtube.com/watch?v=ibJFzOBtmag Walter Fauntroy “The Success of the March on Washington” trt: 1:58 http://www.youtube.com/watch?v=hCOoX4XM7FA&list=PLCwE4GdJdVRLsbVGEiH0S0J9Tc073Exrt Dorothy I. Height “On Civil Rights Movement Today” trt: 5:58 http://www.youtube.com/watch?v=iBnSng9HoQk Dorothy I. Height “On March on Washington” trt: 4:52 http://www.youtube.com/watch?v=W5lJ2VzaOR8 Rev Joseph Lowry “On the March on Washington” trt: 1:47 http://www.youtube.com/watch?v=Cc2xfWhZ0kg Coretta Scott King “On Starting a Movement” trt: 6:45 http://www.youtube.com/watch?v=_6tgr7gOXiI Constance Baker Motley “On Martin Luther King, Jr.” trt: 5:20 http://www.youtube.com/watch?v=S-uXHmda5_M Odetta “Her Life as an Activist” trt: 2:54 http://www.youtube.com/watch?v=nXVjM_4XHIE C.T. Vivian “Freedom Rides trt: 5:19 http://www.youtube.com/watch?v=3zTjNKLVLO4 Andrew Young “On Martin Luther King Jr.’s Assassination” trt: 3:00 http://www.youtube.com/watch?v=6Yiua0sPOCg

http://www.youtube.com/watch?v=iVN6KTdoOqc

http://www.youtube.com/watch?v=1d9ulsOb4LQ&feature=c4-overview-vl&list=PLCwE4GdJdVRLsbVGEiH0S0J9Tc073Exrt

http://www.youtube.com/watch?v=1d9ulsOb4LQ&feature=c4-overview-vl&list=PLCwE4GdJdVRLsbVGEiH0S0J9Tc073Exrt

http://www.youtube.com/watch?v=ibJFzOBtmag

http://www.youtube.com/watch?v=hCOoX4XM7FA&list=PLCwE4GdJdVRLsbVGEiH0S0J9Tc073Exrt

http://www.youtube.com/watch?v=hCOoX4XM7FA&list=PLCwE4GdJdVRLsbVGEiH0S0J9Tc073Exrt

http://www.youtube.com/watch?v=iBnSng9HoQk

http://www.youtube.com/watch?v=W5lJ2VzaOR8

http://www.youtube.com/watch?v=Cc2xfWhZ0kg

http://www.youtube.com/watch?v=_6tgr7gOXiI

http://www.youtube.com/watch?v=S-uXHmda5_M

http://www.youtube.com/watch?v=nXVjM_4XHIE

http://www.youtube.com/watch?v=3zTjNKLVLO4

http://www.youtube.com/watch?v=6Yiua0sPOCg


Websites: Civil Rights Timeline. http://www.infoplease.com/spot/civilrightstimeline1.html

The Leadership Conference on Civil and Human Rights. http://www.civilrights.org/ The White House: Civil Rights. http://www.whitehouse.gov/issues/civil-rights U.S. Commission on Civil Rights. http://www.usccr.gov/ U. S Department of Health and Human Services. http://www.hhs.gov/ocr/civilrights/index.html

http://www.infoplease.com/spot/civilrightstimeline1.html

http://www.civilrights.org/

http://www.whitehouse.gov/issues/civil-rights

http://www.usccr.gov/

http://www.hhs.gov/ocr/civilrights/index.html


Photographs

Images from the March on Washington, 1963 http://www.loc.gov/pictures/resource/ppmsca.03191/

http://www.loc.gov/pictures/resource/ppmsca.03191/





Cleveland Robinson, full-length portrait, facing front, standing on second floor balcony of the National Headquarters of the March on Washington in Harlem, with his arm lifted up toward banner announcing the march http://www.loc.gov/pictures/resource/ppmsca.08098/



Buses arriving on the Mall for the March on Washington, 1963 http://www.loc.gov/pictures/resource/ds.00835/

http://www.loc.gov/pictures/resource/ds.00835/


Demonstrators sit, with their feet in the Reflecting Pool, during the March on Washington, 1963 http://www.loc.gov/pictures/resource/ds.00834/

http://www.loc.gov/pictures/resource/ds.00834/


Images from the March on Washington, 1963 http://www-tc.pbs.org/newshour/rundown/march-on-washington1.jpg

http://www-tc.pbs.org/newshour/rundown/march-on-washington1.jpg








In front of 170 W 130 St., March on Washington, l to r Bayard Rustin, Deputy Director, Cleveland Robinson, Chairman of Administrative Committee http://www.loc.gov/pictures/resource/ppmsca.35538/



CORE members swing down Fort Hamilton Parkway, Brooklyn, toward 69th St. ferry on trek to Washington http://www.loc.gov/pictures/resource/ppmsca.35542/



Oliver W. Harrington. Dark Laughter. Published in the Pittsburgh Courier, April 2, 1960.


The Little Rock Nine ca1957-1960

http://www.loc.gov/exhibits/odyssey/archive/09/0918002r.jpg



Marion S. Trikosko. James Meredith, Oxford, Mississippi, 1962. Copy print. New York World-Telegram and Sun Photograph Collection, Prints and Photographs Division. http://www.loc.gov/exhibits/odyssey/archive/09/0908001r.jpg



Background Map: 1961 Freedom Rides. [New York]: Associated Press Newsfeature, [1962]. Printed map and text. Geography and Map Division. http://www.loc.gov/exhibits/odyssey/archive/09/0904003r.jpg



March on Washington, August 28, 1963. Copy print. U.S. News and World Report Photograph Collection, Prints and Photographs Division. http://www.loc.gov/exhibits/odyssey/archive/09/0913001r.jpg



“Signing the Voting Rights Act,” August 6, 1965. U.S. News and World Report, August 16, 1965.

Humanities and Social Services Division, General Collections. (9-20) Copyright, August 16, 1865. http://www.loc.gov/exhibits/odyssey/archive/09/0920001r.jpg



Brumsic Brandon. “The Weary Picket,” 1977. Ink and tonal film overlay over pencil on paper. http://www.loc.gov/exhibits/odyssey/archive/09/0922001r.jpg



Marchers with SCLC sign for the Savannah Freedom Now Movement, during the March on Washington, 1963 http://www.loc.gov/pictures/item/2013649708/

http://www.loc.gov/pictures/item/2013649708/


Civil rights leaders talk with reporters after meeting with President John F. Kennedy after the March on Washington, D.C. http://www.loc.gov/pictures/resource/ppmsca.37258/



The civil rights march from Selma to Montgomery, Alabama in 1965 http://www.loc.gov/pictures/resource/cph.3d02329/

http://www.loc.gov/pictures/resource/cph.3d02329/


Participants, some carrying American flags, marching in the civil rights march from Selma to Montgomery, Alabama in 1965] http://www.loc.gov/pictures/resource/ppmsca.08102/



Marchers, signs, and tent at the March on Washington, 1963 http://www.loc.gov/pictures/resource/ppmsca.37228/
