Ch. 18 Intro to The Civil Rights Movement You will complete an activity for each red section of Ch 18-1 A. The Civil Rights Movement Prior to 1954 You will be taking Cornell notes Questions answered by notes Notes - B. Brown v Board of Education Notes over incident Political Cartoon Read pg 561 and answer questions 1 and 2 C. A Boycott Begins in Montgomery, Alabama Summarize the crisis in 45 words The Little Rock Crisis - create a time line of events

The Civil Rights Movement Chapter 18 Section 1 Lesson 1: The Early Civil Rights Movement Activity 1: Class Notes

Activity 1: Class Notes Prejudice- an attitude, opinion, or feeling formed without adequate prior knowledge, thought, or reason (CD in your head) Discrimination- the effective injurious treatment of other groups so as to give an advantage to one’s own group (Action) Racism- a complex system of beliefs and behaviors that are personal and institutional. They result in the oppression of people of color and benefit of the dominant group. Prejudice + Power = Racism (Becomes what is Normal)

The Civil Rights Movement Chapter 18 Section 1 Lesson 1: The Early Civil Rights Movement Activity 2: Each group will create a role-play of an assigned event from the early Civil Rights Movement. Each role play should contain the following: 1. Each sub-group should write their scene of the role play together in their notebook (include the dialogue for all characters and the narrators part). 2. Then, when each sub-group is finished you will need to get together with the other members of your group to put the scenes together. Each group member must have all other scenes written in their notebook. 3. Those responsible for Scene 1 will go over their scene as the rest of the group writes it in their notebook. If changes or adjustments need to be made, they can happen at this time. 4. When Scene 1 is finished, those responsible for Scene 2 and 3 will do the same, one at a time.

Group 1: Brown vs. the Board of Education Scene 1: Linda Brown and her experience (background to case, situation for blacks in education before case) Scene 2: The court case itself (arguments for and against, courtroom scenes) Scene 3: Effects of the ruling for Linda Brown and America (Supreme Court Decision and effects, life after Brown case) Group 2: The Little Rock IX Scene 1: Orval Faubus and his refusal to allow integration (background to situation) Scene 2: Little Rock IX attempt to go to school and are refused, National Guard troops, NAACP involvement Scene 3: State vs Fed government, Eisenhower involves Federal troops, and conclusion Group 3: Rosa Parks and the Montgomery Bus Boycott Scene 1: Rosa Parks and her arrest (background to arrest) Scene 2: Organizing and Deciding on a Boycott (MLK) Scene 3: The Boycott of the Buses and conclusion

Activity 3: Class Notes Brown vs Board of Education - challenged the previous ruling of Plessy v Ferguson which allowed separate but equal schools to exist Thurgood Marshall- lawyer who led the case Linda Brown - lived very close to a school for white children but could not attend - had to travel across town to a black school - Linda’s father went to the NAACP for help - psychologist Kenneth Clark testified that this made African American children feel less important

The Decision - May 1954, Supreme Court ruled that segregation was illegal in schools which overturned Plessy v Ferguson - Chief Justice Earl Warren states, “in the field of public eduation the doctrine of separate but equal has no place - In 1955 the Supreme Court ordered all schools to desegregate “with all deliberate speed”

The Little Rock IX - only three school districts in the south began desegregating in 1954 - Little Rock, AK had already desegregated buses, zoo, library and parks, and planned to desegregate its high schools in 1957 - Orval Faubus, governor of Arkansas, arranges for a group to appeal to a judge to stop the kids from entering school - when it failed he went on tv the day before school started to announce that the AK National Guard units would prevent the nine from going to school (to prevent violence from breaking out) - Elizabeth Eckford meets a mob when she arrives at school and is prevented from entering (this continued for weeks) - Late Sept, Eisenhower sent federal troops to enforce the law - Gov Faubus continued to fight the deseg law and even closed the school until ordered to reopen it in 1959

The Montgomery Bus Boycott - even before AK tried to integrate Central High, Alabama was working to desegregate their buses - whites rode in front, blacks in back unless front filled up then had to give up their seat - had to enter the front and pay, and then get out and enter through the back - Rosa Parks arrested Dec 1st, 1955 and the Montgomery Improvement Association is formed - led by Martin Luther King Jr., the boycott of the city buses was organized - city lost 70 percent of its riders and some sympathetic whites - car pools were formed, some white citizens joined in - other whites resorted to violence to break the boycott - Homes of King and Nixon were bombed - Nov 1956, the Supreme Court ruled that bus segregation was illegal - Victory brought MLK to the forefront of the civil rights movement - 1957 King forms Southern` Christian Leadership Conference, a group of ministers that helped lead the struggle for civil rights

The Civil Rights Movement Chapter 18 Section 2 Lesson 2: Freedom Now! Activity 1: Create 3 time-lines that highlight the major events of the civil rights movement discussed in section 2. Under each date or event, write a brief explanation of the significance of the event. Sit-ins and Freedom Rides ______________________________________________ Integrating Higher Education Albany and Birmingham Movements

Activity 2: Pick one of the timelines above and create 5 questions that a reporter might ask someone who participated as a protester in one of the events. Under each question, construct a response that you and your partner think a protester involved in the event might give for each question.

The Civil Rights Movement Chapter 18 Section 3 Lesson 3: Voting Rights Activity 1: Take notes as we watch a clip of the Selma campaign Ways Blacks were Civil Rights Supporting notes Denied the right tactics to gain or facts of the To vote the vote Selma campain

The Civil Rights Movement Chapter 18 Section 4 Lesson 4: Changes and Challenges Challenge: What were the differences in the viewpoints and opinions of Malcolm X and Dr. Martin Luther King . (Did Venn diagram activity from History Alive instead of this) Activity 1: Notes from Power Point and speech video

Lesson 5: Let Freedom Ring Activity 1: Listen to the song and read the lyrics. Then, write the five most significant lyrics from the song and explain the significance. What have you learned from this unit which enhances your understanding of each of your five lyrics?

Activity 2: Create your own song, rap, or poem about the civil rights movement with your partner under activity 2.