1 / 8

The 1963 March on Washington for Jobs and Freedom

The 1963 March on Washington for Jobs and Freedom. So much more than “I Have a Dream”. Dan Langen, OCSS 2019 langend1@hotmail.com. Presentation Focus.

corentine
Download Presentation

The 1963 March on Washington for Jobs and Freedom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The 1963 March on Washington for Jobs and Freedom So much more than “I Have a Dream” Dan Langen, OCSS 2019 langend1@hotmail.com

  2. Presentation Focus Examine the “making of” the 1963 March on Washington for Jobs and Freedom as a lens for understanding that earlier gains influenced the 1960s movement and tensions apparent in planning the 1963 direct-action event foreshadow later issues. What does “So Much More than “I Have A Dream” Mean? • NOT intended to diminish Dr. King’s pivotal speech or its impact • The story of how the march came together is powerful Why spend 1-3 class periods on just one event? • The 1963 event can be used as a springboard for understanding the larger civil rights movement from the 1940s through the 1960s

  3. Key Takeaways • History: Calls for marches in the 1940s successfully achieved rights progress and inspired the 1963 march • Special focus on A. Philip Randolph and Bayard Rustin • Coalition-Building: Forming a coalition among civil rights organizations and personalities for this action was significant, considering competing strategies and goals • Continued tensions: Understanding the voices heard at the event and voices excluded from the event reveals tensions within the movement

  4. Above the line / Below the line What might a typical person know? What are other significant things to know?

  5. Textbook B – high school Textbook A – middle school <speech excerpt>

  6. Setting Up the Inquiry How open or guided? Very guided Very open Teacher provides the compelling question and sources to investigate • Whole-class: Develop the questions • Groups investigate different source sets • Whole class share-out to share group findings • Individual culminating activity – communicate findings and take action

  7. How did the 1963 March on Washington for Jobs and Freedom represent a turning point in the Civil Rights Movement? Compelling Question: How was the 1963 March on Washington for Jobs and Freedom a defining moment for the civil rights movement in the United States? 3 Sets of Sources 1. Civil Rights events prior to 1963 2. Planning the 1963 march 3. Voices Heard / Voices Excluded Supporting Questions:

  8. Inquiry into the 1963 March on Washington for Jobs and Freedom Background: 1963 was the 100th anniversary of the Emancipation Proclamation. Civil rights leaders felt that the timing was right to hold a mass peaceful protest in the nation’s capital to call attention to lagging civil rights progress and to push Congress to pass a comprehensive civil rights bill to address inequalities and discrimination in voting rights, housing, the workplace, and beyond. In this inquiry activity, three groups will investigate different aspects of the 1963 event, then share out what they find so you will be able to answer the Compelling Question: How was the 1963 March on Washington for Jobs and Freedom a defining moment for the civil rights movement in the United States?

More Related