Civil+Rights

=Civil Rights=



Remembering the March on Washington, August 28, 1963
[|http://www.pbslearningmedia.org/resource/7778ec3a-f6b0-4142-a7ca-3ea793b96ba7/7778ec3a-f6b0-4142-a7ca-3ea793b96ba7/]


 * FRAME, FOCUS, FOLLOW-UP ** **:** Listening/Read Along: radio clip (2.5min) of Callie Crossley’s editorial piece on The March

[|NPR Broadcast]
 * FOCUS: listen for how people have benefited from the March
 * FOLLOW UP: Who benefited from the March? What’s the evidence that someone marched for you? How should we remember this March, this event?

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After viewing the speech and completing the APPARTS chart, please answer the following question:

What can you learn from the speech about the condition of race relations in America at the time of the March on Washington? Please include specific textual evidence from the transcript below to support your answer.

I have A Dream Speech- Full Text

=Emmett Till=

FRAME, FOCUS, FOLLOW-UP: Video Eyes on the Prize Emmett Till media type="custom" key="27679425"
 * FOCUS: Watch for how the white people and African American were treated differently during the Emmett Till murder case.
 * FOLLOW UP: What impact did Emmett Till have on race relations in the US?

=Constitutional History of Discrimination=

Please read the following excerpts for the U.S. Constitution, then put them in your own words


 * 3/5 Compromise**

Representatives and direct Taxes shall be apportioned among the several States which may be included within this Union, according to their respective Numbers, which shall be determined by adding to the whole Number of free Persons, including those bound to Service for a Term of Years, and excluding Indians not taxed, three fifths of all other Persons. ARTICLE I, SECTION 2, CLAUSE 3


 * 13th Amendment**

Section 1 [|Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.] Section 2 [|Congress shall have power to enforce this article by appropriate legislation.]


 * 14th Amendment**

Section 1
[|All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside.] [|No State shall make or enforce any law] [|which shall abridge the privileges or immunities of citizens of the United States]; [|nor shall any State deprive any person of life, liberty, or property, without due process of law]; [|nor deny to any person within its jurisdiction the equal protection of the laws.]

SECTION 1.
The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude.

SECTION 2.
The Congress shall have power to enforce this article by appropriate legislation.

Video-What are the Reconstruction Amendments?

= Jim Crow =



Listen to, or read the following narratives from people that lived through the Jim Crow era. Then answer the following questions.

1. What is your overall reaction to the story? 2. How did some of the African Americans act in the face of this racism? Why do you think they acted this way?

Charles Gratton George Kenneth Butterfield Jr. Joseph Holloway
 * I was nine years old and the year was 1961. It was summer and time to start our journey from Los Angeles to Louisiana. My great grandmother, Cornelia Hadnot, was 106 and dying from cancer. My Los Angeles family wanted to see her one more time. It was also time to introduce us youngsters (me, and my cousins Robert, Gus Jr., and Grundy) to our relatives back home. Though we were born and raised in Los Angeles, Louisiana was the birthplace of our parents. My mother had already taken a train, and we were supposed to meet her in Colfax. My uncle Gus brought a new Chrysler for this trip. There were no interstate highways in those days, only Route 66. In his new Chrysler we were packed like sardines. In the front seat were my Uncle Gus and Aunty Leola. I had to share the back seat with my cousins. To say the least, it was crowded and I could not wait that first day on the road until we would finally stop to sleep at a Holiday Inn. ||
 * "Uncle Gus?" I finally said, after driving most of the day and night. We must have been somewhere in western Texas.

"Yes Joe," he answered, looking at me in his rear-view mirror.

"When are we going to stop to sleep at the Holiday Inn?"

He laughed. But then remembering, I guess, that I was not born and raised in the South, he replied in a serious tone, "Negroes cannot stay at the Holiday Inn."

Uncle Gus had made a wrong turn by accident, and then he had to turn back and retrace our steps. Somehow we ended up in the middle of town, possibly Waco itself, but I'm not sure. Up ahead was a crowd of white people. We didn't know what was going on. Maybe a circus or something. There must have been 500 people, men and women and children. We slowed the car. It was then that we heard them shouting, "Kill the nigger." We could see a person on fire but still alive and screaming in the middle of the street tied to a big wheel. We could smell the stench of his burning human flesh.

Uncle Gus slammed on his brakes and turned full circle in the middle of the road, which now focused the attention of the mob on us. I remember hearing someone shout, "There's some more niggers, let's get them."

We could see people from our back window running for their cars and trucks. By then my uncle had turned the corner, as he put the pedal to the metal and we went as fast as his big Chrysler car could go. He turned off the car headlights and we drove for five minutes in darkness before he careened the car off the road into a four-foot wide wagon ditch or pathway in the woods. We made it just in time. What seemed like a caravan of cars passed our hiding place, followed by police cars with sirens blaring. We were all extremely quiet. No one spoke a word in fear that a whisper would be heard and betray our hiding place. We remained in our hiding place for about four hours, which seemed like eternity. || **// You Be the Judge //**

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“We consider the underlying fallacy of the plaintiff’s argument to consist in the assumption that the enforced separation of the two races stamps the colored race with a badge of inferiority. If this be so, it is not by reason of anything found in the act, but solely because the colored race chooses to put that construction upon it… The argument also assumes that social prejudice may be overcome by legislation, and that equal rights cannot be secured except by an enforced commingling of the two races… Justice Henry Brown

Our constitution is color-blind, and neither knows nor tolerates classes among citizens. . . In my opinion, the judgment this day rendered will, in time, prove to be quite as pernicious as the decision made by this tribunal in the Dred Scott case. —Chief Justice John Marshall Harlan



As you have read, in the late 1800’s and into the 1900’s African Americans faced a great deal of legal and informal discrimination. Policies such as the poll tax, grandfather clauses, and Jim Crowe laws were all designed to oppress and segregate African Americans. These forms of legal discrimination were one of many steps taken in America at the time to deny the political voice of an entire segment of the population and to separate them from mainstream America. These laws were drafted in violation of the Constitution of the United States, specifically the 13th and 14th Amendments.

In 1896 the Supreme Court of the Untied States issued a ruling in a controversial case dealing racial segregation called Plessy v. Ferguson. This ruling impacted the African American community and the country as a whole for nearly 60 years.


 * Directions: ** For this assignment you will take on the role a Supreme Court justice. You will write your own ruling in the case of Plessy v. Ferguson. You are to use information from Chapter 15-3 of your text book, the Supreme Court case summary on page 511, and any information you gather in additional research. As a judge, you must also interpret the Constitutional aspects of the case. You need to analyze the 13th and 14th Amendments to the Constitution to determine if and how they apply to the case.

Once you have gathered enough information you are to write a ruling that states your decision about the case and provide evidence to support and defend your position. As in all persuasive writing, you must acknowledge the arguments made by the opposite perspective from the position you have taken.

Your written ruling should include the following:


 * 1) Introduction that includes a clear thesis statement stating your decision on the case.
 * 2) Background information about the case. (who, what, where, why, when, how, etc)
 * 3) Evidence to support your decision, including text from the Constitutional Amendments that apply to the case.
 * 4) Acknowledgement and rebuttal of opposing view point.
 * 5) Conclusion.

This ruling should be five paragraphs long, typed in 12 point font.

This assignment will be worth ** __one test__ ** grade.

Please refer to the attached rubric.



= The Civil Rights Movement =

Women

Watch the following video and then answer the questions.

1. What is you overall reaction to the video? 2. Name two things that jumped out at you, or that you found interesting, and explain why? 3. Compare and contrast what you see in the video with what you know about the African American Civil Rights movement

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 Civil Rights Unit: Performance Assessment **Goal**: Your goal is to become an expert on an event or person who was pivotal in the struggle for civil rights. To acquire your expertise, you will conduct in-depth research on your chosen topic and to prove your expertise, you will write a thorough, evidence-based research paper. Upon completion of the research paper, you will create a visual presentation on your topic. Standards and Criteria for Success: Your research needs to include: Your paper needs to include: Timeframe: What you need to do and when… **We will use some class time to work on this HOWEVER it is expected that you will also work on this for homework  (Thanksgiving) || Writing: More writing… GRADING: There are three grading components: 1. Classwork, Homework regarding the research process 2. The Research Grade: based on the completion of the Note-Taking Templates 3. The Final Draft of the paper: This is a test grade!.
 * Role**: You are a student at an Ivy league university and this is an assignment for a history course. You will select a topic relating to Civil Rights in American history and then conduct in-depth research on your topic. This research should focus on the issue as a whole, including an explanation of the denial of rights, attempts to rectify the injustice, and any progress that resulted from those attempts. You are responsible for demonstrating the success of your research by writing an academic paper.
 * Audience**: You are writing your research paper for college professors. And you will present your visual to your classmates.
 * Situation**: You have been assigned to select a topic relating to a Civil Rights event or person in United States history that fits the theme of Revolution, Reaction, Reform. Your assignment is to research and write a scholarly paper on the topic and to present your findings visually.
 * Product Performance and Purpose**: Your final product will be a 4-6 page, research-base, persuasive paper that is based on your own research and written by you. Your paper should reflect how your event/person was Revolutionary, (what change did it produce) Reactionary, (how did it affect others) and Reforming (how did the event bring lasting change).
 * thoughtful analysis of primary and secondary sources
 * careful note taking using note-taking templates provided
 * careful tracking of your sources so you know what information came from what source
 * use of research databases from the Boston Public Library, and other academic research tools.
 * A clear thesis statement that states your topic and your position
 * Clear and logical organization among your paragraphs
 * Topic sentences with supporting details/evidence within each paragraph.
 * well written, thoughtful sentences with proper spelling, grammar, punctuation, etc.
 * proper citation and documentation of resources.
 * a Works Cited page.
 * Week of... || Task: || Done? ||
 * October 15 || topic selection and how to use databases
 * choose three topics of interest, narrow down
 * DUE: list of three topics and your explanation of why you are interested in them ||  ||
 * October 21 || research; evaluation of sources
 * is there enough research available for you?
 * DUE: proof that there are enough resources ||  ||
 * October 28 || research: collection/evaluation of secondary sources
 * background and context research
 * DUE: note-taking templates for at least THREE secondary sources ||  ||
 * November 4 || research: collection/evaluation of PRIMARY sources
 * looking for evidence, quotations, bias
 * DUE: note-taking templates for at least THREE primary sources ||  ||
 * November 12 || Transforming research to writing….
 * evaluate your research, identify your position
 * DUE: introductory paragraph and paper outline with evidence ||   ||
 * November 18 || Writing: keep on writing…
 * DUE: Rough, rough draft ||   ||
 * November 25
 * DUE: Conclusion paragraph ||   ||
 * December 3 || Finishing touches and LOTS of proofreading ||  ||
 * December 9 || FINAL DRAFT DUE ||  ||