“Learning to Lead our Lives” How effective were different styles of Protest in the Civil Rights Movement between 1950 and 1970 ? Skill: Synoptic Understanding NGfL: USA 1929-1990 All images/ cartoons are believed to be in the public domain. Many of the images were sourced from the internet encyclopedia wikipedia at http://en.wikipedia.org

What does this phrase suggest? How useful is this speech to understanding the Civil Rights movement of the 1960s? What does this phrase suggest? I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood. I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four children will one day live in a nation where they will not be judged by the colour of their skin but by the content of their character. I have a dream today. How is he trying to make White Americans feel? Why does he highlight these places? How is he trying to make Black Americans feel?

Using the cards in front of you sort out the protests by decade and whether or not they were “Non-violent” or “Violent”. Input your findings in on the following table. Use a different colour for Peaceful and Violent protests to aid your analysis later. Decade/ Date Method Event Outcome Successful or Failure? Explain 1950s 1960s

Pause for thought . . . . Consider the following. 1. Was one period more significant in your opinion than any other? 2. Was either violent or non-violent significantly more successful than the other as a method of protest? 3. What had a greater impact Black action or White reaction? 4. What was the most significant legislation to be passed? Why?

Now look at the personalities of the period Now look at the personalities of the period. Record your data in the columns below. Name Role Key facts Successes Failures Importance /10

Now annotate your graph to explain your reasoning. . . For example Using Excel Create a graph or diagram to show how important you think each of these people was to the Civil Rights Movement. I felt that Malcolm X brought pride and energy to those losing faith in MLK rejuvenating the civil rights movement and taking it to the next level Now annotate your graph to explain your reasoning. . . For example

Can you spot any trends or patterns? What are they? Evaluate the extent to which the law changed to support the Civil rights movement. Complete the table below from all of the Data Cards. Date Law Body Changes Impact Importance 1955 segregation abolished on the buses Supreme Court Decreed laws of segregation on public transport in Alabama were unconstitutional Black people now allowed to sit anywhere on buses Injected the Civil Rights movement with a victory raised hopes and expectations that racism could be fought and defeated Can you spot any trends or patterns? What are they? Which Law do you think was the most significant? Why? Which law had the biggest impact on Society? Why?

“The Pen is mightier than the Sword” Is this an accurate interpretation of the Civil rights movement in America? How do you think we could find out?

“The Pen is Mightier than the Sword” Is this an accurate interpretation of the Civil rights movement in America? Discuss Consider:- The situation after World War 2 Non-violent Protest Violent Protest Important Individuals Make balanced judgements on their successes and failures Conclude by summarising the progress made during this period and indicating what still needed to be done Use these topics to help you structure an analysis of your data to answer the following question.

Boys Girls Team 1 Team 2 etc Plenary How quickly can you identify the following important figures in the Civil Rights movement and explain their role in it? There is 1 point available for the correct name and 2 bonus points available for a detailed explanation!!! Boys Girls Team 1 Team 2 etc

Dr. Martin Luther King Jr Dr. Martin Luther King Jr. speaking at the Civil Rights March on Washington, D.C This image has been released into the public domain by the copyright holder, its copyright has expired, or it is ineligible for copyright. This applies worldwide. Taken from Wikipedia

Little Rock Nine from Library of Congress But why are there ten people in this picture? The tenth student is named Jane Hill. She was one of the African Americans planning to attend Central High in 1957 when integration began. After being turned away by the National Guard on her first day, however, she decided to transfer to the nearby all-black Horace Mann High School Public Domain

This image has information on its source, however it does not have information on its copyright status. It may be usable under fair use but this has yet to be verified. It might be public domain or under a licence compatible with the GNU FDL. To the uploader: Please provide licensing information as soon as possible. Images without this information may be deleted in the future.  http://www.marxists.org/history/usa/workers/black-panthers/pics/carmichael.jpg

Malcolm X. Found at http://lcweb. loc. gov/rr/print/083_afr Malcolm X. Found at http://lcweb.loc.gov/rr/print/083_afr.html#MalcolmX; photo taken as work for hire by Marion S. Trikosko for U.S. News & World Report Magazine Collection, who has donated it into the public domain (see http://lcweb.loc.gov/rr/print/res/078_usnw.html ) This image is from HABS/HAER, the Historic American Buildings Survey/Historic American Engineering Record collection at the Library of Congress.

This work is copyrighted The individual who uploaded this work and first used it in an article, and subsequent persons who place it into articles assert that this qualifies as fair use of the material under United states copyright law Photo of Rosa Parks fingerprinted after arrest on Montgomery AL Bus. AP photo from the Library of Congress

Photo by: Yoichi R. Okamoto (public domain)   Source: LBJ Library Photo by: Yoichi R. Okamoto Date: 9.Januar 1969