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.
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.
I can
•I can integrate and evaluate
content presented in
diverse media and formats,
including visually and
quantitatively, as well as in
words.*
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.
1955 Brown vs. Board of Education
Brown vs. Board of Education 1955
Emmet Till
I am a Man
Protestors
Look at arms vs. knee.
Look at boys arms
Eyes on the Prize #1
• Source #1
Eyes on the prize. Dir. James
DeVinney. PBS Video, 1987. VHS.
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•
#2
• Preparing for sit ins
• Sit ins
• Effect of the sit ins
#2 source
• From The Power of Nonviolence
• Interview with John Lewis (pages 338-340)
#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.
#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
#1
• The sat peacefully, orderly fashion until
arrested.
#1
• When one wave of protestors got arrested,
the next wave showed up.
#1
• They took 30 days in jail instead of paying the
fine.
#1
• Some whites became violent, yet the police
arrested the blacks.
#1
• Mob rule
#1
• They the black students did not use violence.
#1
• Nashville, Tenneessee was the first Southern
city to desegregate the lunch counters.
Source #2
Lewis, John
from The Power of Nonviolence
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.
#2 Learning about Martin Luther King
• John Lewis in high school learned about King’s
non violent protests.
#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.
Thoreau
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•
•
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.
#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.
#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.
#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).
Name
•
•
•
•
•
Page 341
1
2
3
4
#2
• John Lewis would ask to be served and then
they would close the lunch counter. This
lasted for a month.
#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.
#2
• Lewis and protestors were arrested and would
not pay the fine.
#2
• Nashville was the first Southern city
Movie/Documentary
• Pro
• Con
Text
• Pro
• Con
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
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)
Source #2
• John Lewis
from The Power of Nonviolence
Source #1 Eyes on the Prize
• Movie