Civil Rights -- History Lab for American Government
Lab Title
Birmingham: Who prompted the Federal government to propose the Civil Rights Act?
Authors
Kayleen Reese, Mat Hipszer, Mike Terwilliger, Renee Bos
Howard County Public School System
Howard County Essential Curriculum Standards
Unit III: Influencing Government
Goal 1: Students will demonstrate the ability to explain the roles played by individuals, groups, and
institutions in influencing governmental policies and actions. (1055.00)
Objectives-The student will be able to:
a. Determine how the public agenda is set and shaped by political leaders, political parties, interest
groups, the media, and individual citizens.
(1055.01) 1.1.4
b. Analyze the role of public opinion in American politics. (1055.02) 1.1.4
c. Evaluate the role of lobbyists and private and public interest groups in influencing governmental
policy. (1055.03) 1.1.4
d. Explain how the individual can play a role in influencing governmental policy. (1055.04) 1.1.4
Essential Question
Based on the documents provided in this History Lab about Project C, which of the following played the
most influential role in prompting the federal government to propose the Civil Rights Acts?

Individuals—Bull Connor, George Wallace

Interest groups—Southern Christian Leadership Council (Martin Luther King and James
Bevel),), Alabama Christian Movement for Human Rights (Fred Shuttlesworth and A.G.
Gasten) Alabama’s White Clergymen

Public Opinion—influenced by media coverage
Teacher Background Essay
Student Background Essay
Materials
Document analysis forms, Graphic Organizers, Student Background Essay, Sources with guiding
questions.
Possible Suspects
 INDIVIDUALS (Segregationist Politicians in Alabama)
George Wallace

Document A: Segregation Speech 1/16/63

Document B: Wallace executive order about integration 9/9/63
(This link is not working, but it does work on the wiki. Not sure why. HELP!!)
Governor Wallace was an advocate for continued segregation in the South, particularly Alabama.
Wallace believed that a separation of the races was not only moral, but necessary for safety.
Bull Connor

Document C: Video of fire hoses and dogs
"Bull" Connor was the Commissioner of Public Safety for the city of Birmingham,
Alabama in 1963. Connor infamously directed the use of fire hoses and police dogs against
peaceful demonstrators, including children. His aggressive tactics backfired when the
brutality was broadcast on national television.

Document D: Interview with Birmingham Sheriff Bailey
Sheriff Bailey was head of the Birmingham Police Department at the time of the Birmingham
marches. This account, taken decades after the events in Alabama depicts the role of one of the
men caught in between what the Governor of the state of Alabama wanted, and a majority of the
American population wanted.
 INTEREST GROUPS
SCLC-Martin Luther King and James Bevel

Document E: Response from Birmingham jail 4/16 (excerpt available on wiki)
In April of 1963 Martin Luther King, while behind bars, wrote a response to an editorial published
in the newspaper from Alabama’s White Clergymen. In his statement, he explains why he chose to
bring his protest to Birmingham. Dr. King explains that the segregation and racism in Birmingham is
as bad as any place in the country. The time to wait is over.

Document F: Clip from Eyes on the Prize—MLK deciding to get arrested
In this video clip, Martin Luther King explains why he believes he must go out and get arrested in
order to bring attention to the oppressive situation in Birmingham.
Alabama Christian Movement on Human Rights (ACMHR) Fred Shuttlesworth and A.G. Gaston

Document G: Birmingham Manifesto 4/3/63
Brief history of the Alabama Christian Movement for Human Rights (ACMHR) a secondary
source based in Stanford, this includes an allusion to ACMHR’s invitation to King and the
SCLC and also references the tensions between the ACMHR and the SCLC over control of
the situation in Birmingham. The greatest benefit it offers students is an introduction to a preexisting civil rights movement in Birmingham. It shows that MLK was not the first on the scene.

Document H: Telegram from King to Shuttlesworth
Martin Luther King writes a telegram to Fred Shuttlesworth about his importance to the movement.
Sent on 4 Nov 1965.

Shuttlesworth v. Birmingham
Not sure how to work this one in yet. Talks about the Supreme Court case that came out of
Birmingham and its impact on protest rights.
Alabama’s White Clergymen

Document I: Letter to Editor to MLK
A letter to the editors of local Birmingham papers that asked for an end to the protest movement in
Birmingham. It accused King of being an outsider and causing trouble in peaceful Birmingham.
Four days later King wrote a response from a Birmingham jail. Could the request for further
patience by the white majority to the African American minority have steeled resolve?
 PUBLIC OPINION (local, national and world)

Document J: Political Cartoon of children saying pledge in jail (At bottom of page under “Primary
Source Documents” click “cartoons”.)
"King Institute Resources." King Institute Home. Web. 11 Sept. 2011.
Originally published in the Christian Science Monitor, this political cartoon by Guernsey Le
Pelley shows young children saying the Pledge of Allegiance behind bars. Organizers of Project C
used children in demonstrations knowing they would be arrested.

Document K: Telegram from NBC news
"Telegram from NBC News, 05/16/63," Alabama Governor Wallace Administrative files,
SG12655, folder 6, Alabama Department of Archives and History, Montgomery, Alabama.
The executive vice president of NBC, William McAndrew, defends NBC's coverage of their
reporting on events in Birmingham during Project C. It is addressed to Governor George Wallace
and implies that Wallace must have sent a complaint to NBC about his view that the coverage was
biased.

Document C: Video of fire hoses and dogs
"Bull" Connor was the Commissioner of Public Safety for the city of Birmingham,
Alabama in 1963. Connor infamously directed the use of fire hoses and police dogs against
peaceful demonstrators, including children. His aggressive tactics backfired when the
brutality was broadcast on national television.

Document L: Letter from Student 9/63
Massachusetts. JFK Library. By Tom Olerdanfer. DocsTeach. Web. 11 Sept. 2011.
Beginning in the spring of 1963 the SCLC and the ACMHR initiated Project C during which
blacks used nonviolent methods to bring about racial equality. Project C demonstrations continued
through the summer. On September 15, 1963 Klansmen bombed the Sixteenth Street Baptist
Church killing 4 girls and wounding 22 others. Tom Olerdonfer, a child in 1963, writes to President
Kennedy about the events in Birmingham. He reacts to what he saw on the news about the Church
bombing and asks President Kennedy to take action.
Assessment
Based on the documents provided in this History Lab about Project C, which of the following played the
most influential role in prompting the federal government to propose the Civil Rights Acts?

Individuals—Bull Connor, George Wallace

Interest groups—Southern Christian Leadership Council (Martin Luther King and James
Bevel),), Alabama Christian Movement for Human Rights (Fred Shuttlesworth and A.G.
Gasten) Alabama’s White Clergymen

Public Opinion—influenced by media coverage
Use the “responsibility pie” below to illustrate which factor (bulleted above) was most influential in
prompting the federal government to pass the Civil Rights laws.
Suggested Argument Essay
*Note to teacher – this activity can be adapted to all levels of learners
Essential Question: Which factor was most influential in prompting the federal government to propose the
Civil Rights Acts—Individuals, Interest Groups or Public Opinion?
Paragraph #1 (Introduction)
Grabber
Background Information
Rephrase the Question and define key terms in the Question.
Claim and reason:
Paragraph #2 (1st Reason claim is true based on evidence)
Sentence explaining 1st reason:
Evidence:
Connect evidence to the claim:
Paragraph #3 (2nd reason claim is true based on evidence.)
Sentence explaining 2nd reason:
Evidence:
Connect evidence to claim:
Paragraph #4 (Counterclaim)
Sentence explaining counterclaim:
Evidence:
Sentence disproving counterclaim:
Paragraph #5 (Conclusion)
Restate claim
Summarize how reasons prove your claim
Document H: Telegram from Rev. Martin Luther King, Jr. to Reverend Fred Shuttlesworth, sent on 4
Nov. 1965
1. Sourcing: Who sent this telegram? To whom was the telegram sent?
2. Sourcing: What is the date on the telegram?
3. Contextualization: Why do you think the recipient of this document may need
encouragement?
4. Close Reading: What does the author mean when he says, “your contribution . . . is not a
matter of record, it is a matter of history . . .”
5. Which factor(s) does this document suggest influenced passage of Civil Rights Act?
Document I: On April 12, 1963, while Martin Luther King was in the Birmingham jail because of his
desegregation demonstrations, eight prominent Alabama clergymen published a statement in the local
newspapers. Excerpts from the letter follow.
We the undersigned clergymen are among those who, in January, issued "An Appeal for Law and Order and
Common Sense," in dealing with racial problems in Alabama . . .
Since that time there had been some evidence of increased forbearance and a willingness to face facts.
Responsible citizens have undertaken to work on various problems which cause racial friction and unrest . . .
However, we are now confronted by a series of demonstrations by some of our Negro citizens, directed and led in
part by outsiders. We recognize the natural impatience of people who feel that their hopes are slow in being
realized. But we are convinced that these demonstrations are unwise and untimely.
We agree rather with certain local Negro leadership which has called for honest and open negotiation of racial
issues in our area. . . .
We commend the community as a whole, and the local news media and law enforcement in particular, on the calm
manner in which these demonstrations have been handled. . . .
We further strongly urge our own Negro community to withdraw support from these demonstrations, and to unite
locally in working peacefully for a better Birmingham. When rights are consistently denied, a cause should be
pressed in the courts and in negotiations among local leaders, and not in the streets. We appeal to both our white
and Negro citizenry to observe the principles of law and order and common sense.
1. Sourcing: Why was this letter written?
2. Sourcing: Who are the authors of this document? What is their job? What race do you think they
are?
3. Contextualization: What is happening in Birmingham that caused the authors to write this
document?
4. Close Reading: What information does this document leave out?
5. Corroboration: How does this compare with other descriptions or evidence of the events in
Birmingham.
6. Which factor(s) does this document suggest influenced passage of Civil Rights Act?
Document J: “With liberty and justice for all…” political cartoon by Guernsey Le
Pelley, published in The Christian Science Monitor, 196??
1. Contextualization/Corroboration: How do you know that this cartoon is about
the Birmingham Marches?
2. Close Reading: What words, symbols and imagery does the cartoonist use to
make his point?
3. Sourcing: What is the cartoonist’s point of view about using children in the
Marches in Birmingham?
4. Close Reading: How do you think this cartoon influenced public opinion?
5. Which factor(s) does the document suggest influenced passage of Civil Rights
Acts?
Document K: Telegram from NBC News to Governor George Wallace, May 16,
1963
1. Sourcing: To whom was the telegram sent? Who wrote the telegram?
2. Sourcing: Why was the telegram written?
3. Contextualization: What does the telegram reveal about Governor
Wallace’s feelings about the media coverage of events in Birmingham?
4. Which factor(s) does the document suggest influenced passage of Civil
Rights Acts?
Document C: Video of fire hoses and dogs
1. Sourcing: Is this news footage believable? Why or why not?
2. Close Reading: How does this footage make you feel?
3. Contextualization: Would people living in 1963 feel differently about the
footage? How so?
4. Which factor(s) does the document suggest influenced passage of Civil
Rights Acts?
Document L: Letter from Student 9/63 Letter from student September, 1963
1. Sourcing: To whom is the letter addressed?
2. Sourcing: Why did the student write the letter?
3. Contextualization: The letter states that people don’t take weapons to
church. What event is this referring to?
4. Close Reading: What factor influenced the student to write the letter?
5. Which factor(s) does the document suggest influenced passage of Civil
Rights Acts?