The Civil Rights Movement Student Portfolio
Please use your text, internet, library and classroom notes to complete the following activities. PLEASE USE THE TEXT PAGES assigned behind each topic as references.
Activity 1: The Early Civil Rights Reformers
Civil Rights terms / Definition / HISTORICALEXAMPLE OF TERM / EFFECT
Emancipation Proclamation(82/83)
Civil War Amendments
14-15th pg 88
Freedman’s Bureau
87
KKK
583/587
Ida B. Wells
Literacy Test
187, 223, 231
Poll Tax
185
Grandfather Clause
185
Jim Crow Laws
580-581
Booker T. Washington
186, 229, 230, 235
WEB DuBois
186-187, 229, 230, 298
ACTIVITY TWO: PUSH & PULL FACTORS
Complete the chart below using all Early Civil Rights research and notes.
Explain what factors PUSHED African Americans from the south during the Great Migration.Pg 298-299, 354 / Describe what factors pulled African Americans to the north during the Great Migration.
Pg 298-299, 354 / What impact does this migration have on society today?
Activity 3: Advertisement forNAACP
Why might the feminist movement and early reformers pick this illustration to represent the NAACP? (223, 231, 340)
ACTIVITY 4: Booker T Washington, Marcus Garvey, and W E B Dubois Venn Diagram ((a) Washington pg. 186, 229, 230 and 235 (b) Marcus Garvey 355 and WEB Du Bois pg 186-187, 229-239 and 298)
These three African-American leaders were prominent before and during the CivilRightsMovement. However, they had very different views about the place for Blacks in America.On the Venn Diagram (3 circles) summing up their different views, which ones they held in common and the main one that they held in common. You must include on your poster:At least 3 differences (outer circles), 2 similarities as the other 2, and one main similarity (in the middle ) on their views of the roles of Blacks in America
ACTIVITY 5: THE HARLEMN RENAISSANCE (354-358 and 360)
Examine Song of the Towers and explain how each illustrate the African American experience from 1865 through 1920’s. Bullet your descriptions (possibility of 30 or more)
ACTIVITY 6: BLACK NATIONALISMI, Too, Sing America
by Langston Hughes
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Then.
Besides,
They'll see how beautiful I am
And be ashamed--
I, too, am America. /
How does this poem illustrate black nationalism? Agree or disagree. Write a statement justifying your stance. Page 355
ACTIVITY 7: THE GREAT MIGRATION
GRAPH ON MIGRATION TRENDSMAP OF THE GREAT MIGRATION
(1)Examine the map of the Great Migration. Explain the illustrated migration patterns. What explanation for migration patterns BEST explains this map? (page 298-299 and
354.
(2) In the graph above, what trends are noted? What might explain the decade changes in the graph? Write a short “teaching analysis” that would explain this graph to a freshmen taking Mississippi Studies.
ACTIVITY 8: WOMENS’ SUFFRAGE
English: Map of Women's Suffrage laws in various states of the US immediately before passage of the Nineteenth Amendment in 1920
Explain the historical view that might justify the “ideology” of the cartoons above. What suffrage and/or individual/human rights issue might this relate to today?
(pg. 224-226, 242, 297 and 348)
ACTIVITY 9: TRUMAN AND THE MILITARY
Page 549-550 & 582
( a) What was Executive Order 9981?
(b ) How did this order affect the later Civil Rights movement?
(c ) What earlier reformers laid foundational “work” that impacted this orders passage? Why?
ACTIVITY 10: THE CIVIL RIGHTS ACT 1964
Major features of the Civil Rights Act of 1964(page 159. 585,, 596, 630 and 689)
Title I Barred unequal application of voter registration requirements.
"It shall be the duty of the judge designated pursuant to this section to assign the case for hearing at the earliest practicable date and to cause the case to be in every way expedited."'
Title I did not eliminate literacy tests, which were one of the main methods used to exclude Black voters, other racial minorities, and poor Whites in the South, nor did it address economic retaliation, police repression, or physical violence against nonwhite voters.
Title II
Outlawed discrimination based on race, color, religion or national origin in hotels, motels, restaurants, theaters, and all other public accommodations engaged in interstate commerce; exempted private clubs without defining the term "private."
Title III
Prohibited state and municipal governments from denying access to public facilities on grounds of race, color, religion or national origin.
Title IV
Encouraged the desegregation of public schools and authorized the U.S. Attorney General to file suits to enforce said act.
Title V
Expanded the Civil Rights Commission established by the earlier Civil Rights Act of 1957 with additional powers, rules and procedures.
Title VI
Prevents discrimination by government agencies that receive federal funds. If an agency is found in violation of Title VI, that agency can lose its federal funding.
Title VII
Title VII of the Act, codified as Subchapter VI of Chapter 21 of 42 U.S.C.§2000e [2] et seq., prohibits discrimination by covered employers on the basis of race, color, religion, sex or national origin (see 42 U.S.C.§2000e-2[31]). Title VII also prohibits discrimination against an individual because of his or her association with another individual of a particular race, color, religion, sex, or national origin. An employer cannot discriminate against a person because of his interracial association with another, such as by an interracial marriage.
Title VIII
Required compilation of voter-registration and voting data in geographic areas specified by the Commission on Civil Rights.
Title IX
Title IX made it easier to move civil rights cases from state courts with segregationist judges and all-white juries to federal court. This was of crucial importance to civil rights activists who could not get a fair trial in state courts.
A 1972 addition to Title IX states: "No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal aid."
Title X
Established the Community Relations Service, tasked with assisting in community disputes involving claims of discrimination.
Title XI
Title XI gives the Jury rights to put any proceeding for criminal contempt arising under title II, III, IV, V, VI, or VII of the Civil Rights Act, on trial, and if convicted, can be fined no more than $1,000 or imprisoned for more than six months
ACTIVITY 10---WRITE AN ESSAY THAT ADDRESSES THE FOLLOWING CONCEPTS
If I were a minority citizen in 1964, the passage of the new civil rights bill would guarantee my right to…………………
If I felt that my rights were being abridged, I could now ask my government to……….
This act could have prevented what historical flaws?
As a teenager in 2011, I benefit from this act because……………..
ACTIVITY 11 : BROWN VS. BOARD OF EDUCATION 1954 AND PLESSY V. FERGUSON 1896( Brown Case PG 559, 52—585, 588, 616, 627, 828 & Plessy Case pg. 185-186, 192, 229-230, 580, 588 and 832)
Read the case excerpt below and answer the questions that follow.
Plessy v. Ferguson
On June 7, 1892, Homer Plessy boarded a car of the East Louisiana Railroad in New Orleans, Louisiana, bound for Covington, Louisiana, that was designated for use by white patrons only, as mandated by state law. Although Plessy was born a free person and was one-eighth black and seven-eighths white, under a Louisiana law enacted in 1890, he was classified as black, and thus required to sit in the "colored" car. When, in an act of planned disobedience, Plessy refused to leave the white car and move to the colored car, he was arrested and jailed. In his case, Homer Adolph Plessy v. The State of Louisiana, Plessy argued that the state law which required East Louisiana Railroad to segregate trains had denied him his rights under the Thirteenth and Fourteenth Amendments of the United States Constitution. However, the judge presiding over his case, John Howard Ferguson, ruled that Louisiana had the right to regulate railroad companies as long as they operated within state boundaries. Plessy sought a writ of prohibition.
Brown v. Board of Education
In 1951, a class action suit was filed against the Board of Education of the City of Topeka, Kansas in the United States District Court for the District of Kansas. The plaintiffs were thirteen Topeka parents on behalf of their twenty children.[6]
The suit called for the school district to reverse its policy of racial segregation. Separate elementary schools were operated by the Topeka Board of Education under an 1879 Kansas law, which permitted (but did not require) districts to maintain separate elementary school facilities for black and white students in twelve communities with populations over 15,000. The plaintiffs had been recruited by the leadership of the Topeka NAACP.
The plaintiffs in Brown asserted that this system of racial separation, while masquerading as providing separate but equal treatment of both white and black Americans, instead perpetuated inferior accommodations, services, and treatment for black Americans. Racial segregation in education varied widely from the 17 states that required racial segregation to the 16 that prohibited it.
(a)What were the future influences of Plessy v. Ferguson in 1896?
The Plessy case laid the foundation for later Civil Rights Movement. Justify this
statement.
(b) What was the main argument of the Brown case? How would this argument affect other groups that were facing discrimination?
(c ) What current situations can these cases apply to?
(d ) How did the Brown decision impact de jure segregation?
ACTIVITY 12 THE VOTING RIGHTS ACT 1965 & SUPPORTING DOCUMENTS
Please examine the documents and illustrations below and answer the following questions. (Page 602, 707)
VOTING RIGHTS ACT 1965
Section 2 contains a general prohibition on voting discrimination, enforced through federal district court litigation. Congress amended this section in 1982, prohibiting any voting practice or procedure that has a discriminatory result. The 1982 amendment provided that proof of intentional discrimination is not required. The provision focused instead on whether the electoral processes are equally accessible to minority voters. This section is permanent and does not require renewal.
On March 9, 2009, the U.S. Supreme Court ruled in Bartlett v. Strickland that the Voting Rights Act does not require governments to draw district lines favorable to minority candidates when the district has minorities as less than half of the population.
GERRYMANDERING DEFINED (page 602)
In the process of setting electoral districts, gerrymandering is a practice that attempts to establish a political advantage for a particular party or group by manipulating geographic boundaries to create partisan, incumbent-protected districts. The resulting district is known as a gerrymander; however, that word can also refer to the process.
Gerrymandering may be used to achieve desired electoral results for a particular party, or may be used to help or hinder a particular demographic, such as a political, racial, linguistic, religious or class group.
GERRYMANDERING EXAMPLE (page 602)
(A) How can you explain the need for the Voting Rights Act of 1965 following the passage of the Civil Rights Act of 1964? Why was it needed?
(B) How does the map above illustrate the “ROOTS” of the Civil Rights
Movement?
(c ) Write a statement describing gerrymandering in “your own language.”
(D ) How does this cartoon explain gerrymandering?
ACTIVITY 13MARTIN LUTHER KING JR. (pg.
The Letter from Birmingham Jail or Letter from Birmingham City Jail, also known as The Negro Is Your Brother, is an open letter written on April 16, 1963, by Martin Luther King, Jr., an Americancivil rights leader. King wrote the letter from the city jail in Birmingham, Alabama, where he was confined after being arrested for his part in the Birmingham campaign, a planned non-violent protest conducted by the Alabama Christian Movement for Human Rights and King's Southern Christian Leadership Conference against racial segregation by Birmingham's city government and downtown retailers. It was smuggled out of the jail in a toothpaste tube to avoid the jail's guards.
Read a copy of King’s letter and select two statements that are “unbelievable” and “profound.” Explain why you selected these statements.
Explain the events surrounding King’s jail confinement?
"I Have a Dream" is a 17-minute public speech by Martin Luther King, Jr. delivered on August 28, 1963, in which he called for racial equality and an end to discrimination. The speech, from the steps of the Lincoln Memorial during the March on Washington for Jobs and Freedom, was a defining moment of the American Civil Rights Movement. Delivered to over 200,000 civil rights supporters. Please read the passage and complete the chart below. (pg 595-597)
REFERNCES TO MS / REFERENCES TO ALABAMA / DREAMS AND VISIONSACTIVITY 14 : GEORGE WALLACE VS. MARTIN L. KING JR.
Read the quotes below and complete the diagram. (page 589, 662-662, and 713)
George Wallace quotes
1963 (from his inaugural speech, first term as governor)
"It is very appropriate that from this cradle of the Confederacy, this very heart of the great Anglo-Saxon Southland, that today we sound the drum for freedom as have our generations of forebears before us time and again down through history. Let us rise to the call for freedom-loving blood that is in us and send our answer to the tyranny that clanks its chains upon the South. In the name of the greatest people that have ever trod this earth, I draw the line in the dust and toss the gauntlet before the feet of tyranny, and I say segregation now, segregation tomorrow, segregation forever."
1963 (at the University of Alabama-Tuscaloosa, during his stand to bar integration)
"The unwelcomed, unwanted, unwarranted, and force-induced intrusion upon the campus of the University of Alabama today of the might of the central government offers frightful example of the oppression of the rights, privileges and sovereignty of this state by officers of the federal government."
1964 (from "U.S. News & World Report")
"A racist is one who despises someone because of his color, and an Alabama segregationist is one who conscientiously believes that it is in the best interest of Negro and white to have a separate education and social order."
MARTIN LUTHER KING JR. QUOTES
An individual who breaks a law that conscience tells him is unjust, and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for the law.
Martin Luther King, Jr.
At the center of non-violence stands the principle of love.
Martin Luther King, Jr.
Change does not roll in on the wheels of inevitability, but comes through continuous struggle. And so we must straighten our backs and work for our freedom. A man can't ride you unless your back is bent.
Martin Luther King, Jr.
I am not interested in power for power's sake, but I'm interested in power that is moral, that is right and that is good.
Martin Luther King, Jr.
I believe that unarmed truth and unconditional love will have the final word in reality. This is why right, temporarily defeated, is stronger than evil triumphant.
Martin Luther King, Jr.
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.
Martin Luther King, Jr.
I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made straight and the glory of the Lord shall be revealed and all flesh shall see it together.
Martin Luther King, Jr.
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 together at the table of brotherhood.
Martin Luther King, Jr.
I have decided to stick with love. Hate is too great a burden to bear.
Martin Luther King, Jr.
Complete the Venn Diagram comparing and contrasting the ideology of George Wallace and Martin Luther King Jr.
ACTIVITY 15 PROTEST STRATEGIES( (a) NAACP pg 231, 340, 474, 582-583 and 594 (b) CORE pg. 474, 581 and 591)
The NAACP and CORE were established and often involved in political protest during the Civil Rights Movement. The Montgomery Bus Boycott ( pg. 585-586) brought to life other protest organizations. African Americans worked through SCLC (Southern Christian Leadership Conference) (pg 587, 593-594, 601)and SNCC (Student Non-Violent Coordinating Committee (590, 594 and 600).
What organization was involved during each event?
What tactics were used?
Outcomes?
Organization / Greensboro Sit-In / Freedom Rides / Voter Education Project / SelmaMarch
SNCC
SCLC
NAACP
CORE
ACTIVITY 16 STOKLEY CARMICHEAL VS. MALCOLM X( Carmichael pg. 605, 613---Malcolm X pg. 600, 604-605)
STOKLEY CARMICHAELPg. 600, 604-605 / MALCOLM X
Pg. 605, 613
PHILOSOPHY
IMPACT
MAJOR EVENTS
INVOLVED IN
ACTIVITY 17