Transcript Civil Rights

Language
• “colored people” and “negro” are not socially
acceptable terms, unless you are 90 years old
• “African-Americans” is ok but clumsy and
annoys some people
• “black people” and “blacks” is better, just as
we say “white people” and “whites”
• Or “people of color” but then you are
referring to everyone but white people
OPVL
Document Analysis skill #3
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Origin
Purpose
Value
Limitation
Origin
Source: List with the author, title, date, then mention the
form
All sources are either:
• Primary – letter, journal, interview, speeches, cartoon,
poster – any works where author is basically speaking in
first person
• Secondary – published works – can even include a
compilation of primary documents. Usually peer reviewed,
and after the fact.
• Must determine the source so can address the purpose
Purpose
Look at the source
• What is the intent? and/or
• Determine the audience (especially if primary)
to whom addressed?
What does the author want to happen because of
this document? What purpose does it serve?
It could be political, scientific, personal, etc
Value
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What do I learn from this document?
Why should I trust it?
How would I use it if I was a historian?
Does the author or form of the document or
the audience make this relevant or useful?
• This is done with reference to the value and
purpose
How do DuBois and Washington
• Differ
• Compare?
• With respect to the rights of blacks?
Washington
• Acceptance of the social realities of
segregation
• “Cast down your bucket”—work with what
you have (dignity of farming)
• Show usefulness  white acceptance
• And then “mutual progress”
• Belief in self-help to show black people can
take care of their stuff
Does OPVL
• Help us understand how to evaluate these
authors?
• For instance: who’s right?
• Start with limitations
Limitation
• Why can’t I rely solely on this document?
• What doesn’t it tell me?
• What else would I have to read in order to
fully understand the issue or event this
discusses?
• Would author, form, or audience skew what’s
stated in the document?
• Again, this is done with respect to the origin
and purpose
Ethics of Living Jim Crow
• In groups of three, do the following:
• Person #1—describe one of the stories that
most affected you, and explain why
• Person #2—comment on that story and then
discuss yours
• Person #3—comment on either person 1 or 2’s
story, and then discuss yours
• Then, as a team, explain—what does it mean
to “live Jim Crow”- and does that affect which
of the two (Washington, Du Bois) you think
had the right strategy for gaining equality?
Ethics of Living Jim Crow
• How does this document affect either man’s
argument?
• What are the lessons of Jim Crow?
• What is the reality of living Jim Crow—what
does it mean, in one well-phrased sentence?
Garveyism—a 3rd way?
• Looking at the Garvey’s own words, what is his
strategy for black equality?
• Why would we expect this to occur in the
1920s? Examine the other documents to
develop your answer.
Main Thought Question: Why will
the Civil Rights Movement begin in
the 1950s?
• This is a context question—as in, why now?
• How would you use the text to answer it?
• Take a look at pages 836-841
– Check for key points and ideas
– Intro, first sentences (and last) of each paragraph,
bold-faced type, pictures and graphs
Go to intro on page 844
• The three most important sentences—within
the context of our main thought question?
• (this is a typically IB document analysis
question, such as you will see on the final)
• Is there a connection to the previous reading
section?
What is the importance of the
Brown decision?
• How did you “ID” it?
• What was the strategy behind it?
The follow-up assignment to the
Civil War Graphic Essay
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Write it up as a one-page paper.
Why was Compromise impossible by 1860?
Identify the time context and the trigger event
Give a broad overview of your argument
And explain how the factors that led to Civil
War interrelate (affect each other)
• Individual assignment—not a shared effort
• Due Friday after Thanksgiving break
What is the importance of the
Brown decision?
• How did you “ID” it?
• We discussed why it was a good strategy.
• So, what was its weakness—a major structural
flaw with its strategy of getting a Supreme
Court ruling for desegregation?
Why is Brown the beginning of the
movement (and not the end?)
• What does it take to desegregate the South?
• I mean, really…
OPVL practice: Birmingham Letter
• This is a graded activity
• With respect to the origin and purpose,
explain the value and limitation of the
Birmingham Letter to an historian studying
the Civil Rights Movement
• You have five minutes
• Get started as you walk in and sit down
Letter from a Birmingham Jail
• Though written in 1963, it looks back to
summarize the movement.
• What is the strategy that lay behind the Civ
Rights Movement?
• Is there a weakness to the strategy
Assessment: Analyze and Assess the strategy and success of the Civil
Rights Movement from 1954-1965
Steps: Do Steps 1 - 3 with a partner
1. Figure out the main theme that describes the overall strategy of the
movement
2. Decide on visual symbols to represent the listed events
3. Find similar groupings of events that you might place together and
explain why they are directly connected—that is, how they illustrate
the supporting ideas.
In other words, show the relationship of each group of events to
each other in a way that supports the main theme or idea you
want to discuss in relation to the Civil Rights Movement.
You will be evaluating the success of the movement. To answer that,
consider the movement’s goals, first, then address the degree to which
they succeeded.
Events to be included:
Brown V Board of Education
Little Rock, Arkansas
Montgomery Bus Boycott
Greensboro, etc Sit-Ins
Freedom Rides
Albany Movement vs Birmingham
March on Washington
Mississippi Freedom Summer
Voting Rights Act of 1865
These should all have ID’ed already.
4. Finally, as individuals, write a one-page analysis
that explains and summarizes your mind-map
Ten Minute Activity:
How do the Mississippi Freedom Summer and the
origins of the Voting Rights Act fit into our story?
How do they differ?
Do a comparison and contrast of these two events
with any of the previous civil rights movement
actions.
Theme question—how does the
civil rights movement change
during the 1960s?
• The context—what is happening, in general,
during the 1960s?
• Conversely, why would the CRM be seen to
encompass the years from 1954-1965?
If Time:
Read intro on page 868—key points?
Skim next six pages
Read conclusion on page 873
-what is the context for the mid-1960s’ era
Civil Rights Movement?
What is the problem?
• Compare Kerner Report to Black Panther Party
Platform.
• How do these documents relate to each
other?
• What is the connection between them?
• Or—what is the problem that must be
addressed, and how will this change the
direction of the Movement?
What about MLK?
• Compare and contrast the text of the “I Have a
Dream” speech to the excerpt from “Beyond
Vietnam.”
• What has changed by the mid-1960s?
How do we evaluate the success of the new
direction in the Civil Rights Movement?
George Wallace and the election of
1968
Is there a coherent philosophy here?
Jules Pfeiffer cartoon on page 893 of
Created Equal
Or - who votes for Wallace?