The Civil Rights Movement

1. The Civil Rights Movement • I can evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

2. Standard • I can analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

3. I can • I can integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

7. I can…. • Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8. 1955 Brown vs. Board of Education

9. Brown vs. Board of Education 1955

10. Emmet Till

11. I am a Man

12. Protestors

13. Look at arms vs. knee. Look at boys arms

14. Eyes on the Prize #1 • Source #1 Eyes on the prize. Dir. James DeVinney. PBS Video, 1987. VHS.

15. #2 • Preparing for sit ins • Sit ins • Effect of the sit ins

16. #2 source • From The Power of Nonviolence • Interview with John Lewis (pages 338-340)

17. #1 Preparing for the sit ins • The protestors wore nice clothes. • They went to workshops given Jim Lawson(Eyes on the Prize). • They learned non violent methods. • The workshops recreated what might happen. • For example, they shouted curses and pushed.

18. #2 preparing for sit ins • They handed out memo graphs that had the rules: sit up straight, don’t talk back, don’t strike(Lewis) Remember the teachings of Jesus, Thoreau, Ghandi, Dr. Martin Luther King. People from all over came to attend the seminars

19. #1 • The sat peacefully, orderly fashion until arrested.

20. #1 • When one wave of protestors got arrested, the next wave showed up.

21. #1 • They took 30 days in jail instead of paying the fine.

22. #1 • Some whites became violent, yet the police arrested the blacks.

23. #1 • Mob rule

24. #1 • They the black students did not use violence.

25. #1 • Nashville, Tenneessee was the first Southern city to desegregate the lunch counters.

26. Source #2 Lewis, John from The Power of Nonviolence

27. Source #2 • John Lewis grew up in Troy and saw signs of segregation/racism. • 1. separate water fountains • 2. separate movie theaters • 3. This contrasted his religious teachings which said all men were the same in God’s eyes.

28. #2 Learning about Martin Luther King • John Lewis in high school learned about King’s non violent protests.

29. #2 Preparing for the sit ins • They had a non violent workshop. • They had rules: don’t strike back, don’t laugh, sit up straight, • Remember the teachings of Jesus, Ghandi, Thoreau, and Martin Luther King,Jr.

30. Thoreau • Any fool can make a rule, and any fool will mind it. Henry David Thoreau • —Wesley Mott • Henry D. Thoreau was arrested and imprisoned in Concord for one night in 1846 for nonpayment of his poll tax. This act of defiance was a protest against slavery and against the Mexican War, which Thoreau and other abolitionists regarded as a means to expand the slave territory. Individual resistance to the State has a long historical foreground, reaching back to Sophocles' play Antigone, through many episodes of religious dissent against authority, to Thoreau's friend Bronson Alcott's arrest in 1843 who also refused to pay his poll tax.           Thoreau's classic essay popularly known as "Civil Disobedience" was first published as "Resistance to Civil Government" in Aesthetic Papers (1849). Thoreau has no objection to government taxes for highways and schools, which make good neighbors. But government, he charges, is too often based on expediency, which can permit injustice in the name of public convenience. The individual, he insists, is never obliged to surrender conscience to the majority or to the State. If a law "is of such a nature that it requires you to be the agent of injustice to another," he declares, "then, I say, break the law." The essay makes it clear that this stance is not a matter of whim but a demanding moral principle. 

31. #2 • Rules of the sit ins • Sit up straight • Don’t talk back • Don’t fight back • Based on Jesus, Ghandi, Thoreau, King’s wisdom.

32. #2 The Sit Ins • Dressed nice: Woman in stockings and heels. Men in ties and jackets • Went into Woolworths, Walgreens -Primarily the chain stores • They would asked to be served; the lunch counter would be closed. After a month, “the hoodlum element” attacked the protestors with lighted cigarettes and beatings(Lewis 340). The protestors were arrested, not the attackers. They stayed in jail instead of paying fine.

33. #2 The effects of the movement • The Nashville lunch counters and restaurants were desegregated. • There was a “cleansing effect” between whites and blacks alike- all “ became a little more human”(340).

34. Name • Page 341 • 1 • 2 • 3 • 4

35. #2 • John Lewis would ask to be served and then they would close the lunch counter. This lasted for a month.

36. #2 • Rumors said the police had invited the hoodlums to attack the protestors. The protestors decided to still protest. • Young white men put ketchup lighted cigarettes on the protestors skin.

37. #2 • Lewis and protestors were arrested and would not pay the fine.

38. #2 • Nashville was the first Southern city

39. Movie/Documentary • Pro • Con

40. Text • Pro • Con

41. Documentary vs. Text • Movie • Pros: more graphic, more details, visual, primary document, captures the feelings Cons: no cons • Text • Pros: insightful, Perspective from later in history, more elaboration, one person’s insight • Cons: not as visual

42. Organize your essay Preparing for the sit ins • (#1 Eyes on the Prize) (#2 Lewis 339-40) Lunch-counter sit ins • (#1 Eyes on the Prize) (#2 Lewis 339-40) • Effect of the movement (#1Eyes on the Prize) (#2Lewis 339-40)

43. Source #2 • John Lewis from The Power of Nonviolence

44. Source #1 Eyes on the Prize • Movie