1. Teaching the Civil Rights Movement

2. o Getting Started Where your students are Who your students are The need to be sensitive to the demographic configuration of your class, as well as level of maturity and knowledge o The Genealogy of the Civil Rights Movement Some terms What is a right? – The U. S. Constitution » Bill of Rights » Reconstruction Amendments (13 th -15 th ) – Federal law vs. states rights What is movement? – American Revolution – Abolitionism – Women’s Suffrage What does it mean to be civil? What is civil disobedience?

3. Teaching about Race in American History Teaching about the Civil Rights Movement means examining the country’s shortcomings as well as its promise. Teaching about civil rights should ideally be against the backdrop of lessons on the founding (especially the evolution of the Constitution and the notion of rights), slavery, abolition, Reconstruction, and segregation. Teaching about race as a historical and social construction, whose meaning is contingent upon how a society invests human differences with relevance. This may facilitate a deeper discussion about people’s capacity for inhumanity based upon the “othering” of those who are perceived to be unlike them in appearance, culture, interests, etc. Civil rights as not only relevant to African Americans, but other minorities, women, gays & lesbians, and Americans in general. That is, the CRM as U.S. history.

4. Some Caveats African American Students: be careful not to put them on the spot as historical victims whose experience is not part of the larger American and human condition White Students: be careful not to instill feelings of guilt in them about historical conditions and circumstances not of their making. International Students: may proceed from premises about American history (or history as a discipline) which are different from their native-born classmates, and thus might need additional attention Young Pupils: be particularly careful about introducing them to concepts and subject matter that some might find controversial or mature in nature.

5. Navigating Civil Rights Movement as a Topic of Study The Civil Rights Movement as Morality Tale Resisting the temptation to frame the history as a simple story of heroes and villains acting along a narrative arc that bends toward a happy conclusion. Instructors should underscore the power of human agency and the complexity of individual motives, as well as how historical context frames our perspectives and how we think about possible futures. The movement had its share of heroes and heroic acts, but also its share of uncertainty, conflicting principles, surprises, and failed efforts.

6. The Civil Rights Movement through Biography The Benefits of Teaching the Civil Rights Movement through (Remarkable) Individuals People tend to best connect with history through stories about other people Civil Rights Movement as living history Introduces the notion of multiple civil rights movements, with various interests, agendas, and challenges The Costs The “Great Man” Syndrome Downplaying (and Mythologizing) the Role of Women » As damsels » As the movement’s spiritual/cultural participants » Some remedies

7. The Civil Rights Movement as Regional (Southern) Phenomenon The movement as having (inter)national actors, relevance, and implications The movement as being experienced locally The movement in Indiana (some exercises) Local community IU resources (newspapers, images, libraries, etc.)

8. Legacies of the Civil Rights Movement Achievements First mass-based, sustained social movement of a minority group in US history Facilitated the election of black politicians at all levels of government Ended distinctions based on race in public institutions and law Revitalized self-image of African Americans Energized other movements (women, Native Americans, Latinos, gays, antiwar, etc.)

9. Shortcomings Had largely a minor impact on black communities outside of the South Did not adequately address the economic plight of many African Americans Tactics such as the mass march and civil disobedience became less effective over time Failed to change racial attitudes among some Americans

10. Other Issues Periodization: What’s in a date? Determining a beginning and end date Determining milestones History of a nation-state vs. history of a people Colored, Negro, Black, or African American: What’s in a name? Names as internal and external identifiers People as having multiple identities Brainstorming about the Future What is the most important civil right in the 21 st century? Has the election of a black president changed the ways we should think about the Civil Rights Movement?