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Jensen's Guide to Reconstruction History, 1861-1877
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Weblinks - The 1960s
Showing posts with label civil rights movement. Show all posts
Showing posts with label civil rights movement. Show all posts
Friday, April 4, 2014
Tuesday, May 5, 2009
Classwork for Tuesday 5/5/2009
Do Whatcha Know!
In Spanish, the word huelga means "strike." What is the main issue of the cartoon?
What characters are represented in the cartoon?
What symbols does the cartoonist use?
What is happening in the cartoon?
What is the perspective of the cartoonist?
Intro to New Material
Read this biography of Cesar Chavez, the famous Mexican American civil rights worker and labor leader. As notes, use the biography to create a timeline of Chavez's life. It's OK to include events in his personal life, but try to stick to the issues.
Guided Practice
You don’t have to copy the questions, but answer these questions in complete sentences.
1. What are all the ways Cesar Chavez protested the unfair treatment of the migrant farm workers?
2. Why did Chavez want to help?
3. Why did the farm workers need Cesar Chavez to help them?
Independent Practice
Read the selection “Mexican Americans Form ‘La Raza Unida,’ 1968.”
When you finish, create a Venn diagram comparing and contrasting La Raza Unida and Cesar Chavez to leaders and groups in the struggle for black civil rights.
Learning Log
What characters are represented in the cartoon?
What symbols does the cartoonist use?
What is the perspective of the cartoonist?
How does this cartoon summarize the need for a movement for civil rights?
What are your views on the issue?
In Spanish, the word huelga means "strike." What is the main issue of the cartoon?
What characters are represented in the cartoon?
What symbols does the cartoonist use?
What is happening in the cartoon?
What is the perspective of the cartoonist?
Intro to New Material
Read this biography of Cesar Chavez, the famous Mexican American civil rights worker and labor leader. As notes, use the biography to create a timeline of Chavez's life. It's OK to include events in his personal life, but try to stick to the issues.
Guided Practice
You don’t have to copy the questions, but answer these questions in complete sentences.
1. What are all the ways Cesar Chavez protested the unfair treatment of the migrant farm workers?
2. Why did Chavez want to help?
3. Why did the farm workers need Cesar Chavez to help them?
Independent Practice
Read the selection “Mexican Americans Form ‘La Raza Unida,’ 1968.”
When you finish, create a Venn diagram comparing and contrasting La Raza Unida and Cesar Chavez to leaders and groups in the struggle for black civil rights.
Learning Log
What characters are represented in the cartoon?
What symbols does the cartoonist use?
What is the perspective of the cartoonist?
How does this cartoon summarize the need for a movement for civil rights?
What are your views on the issue?
Wednesday, April 29, 2009
Classwork for Wednesday 4/29/2009
Do Whatcha Know!
Yesterday, we learned about civil rights leaders like SNCC and Dr. Martin Luther King, Jr.
What kind of tactics did they use in their struggle for basic rights?
Are there any other tactics available that they aren’t using? Can you think of groups or people who might have used them?
Intro to New Material
Read pages 240-263 of The Autobiography of Malcolm X (Chapter 14: Black Muslims).
As you read, copy any sentences that particularly stand out to you.
Guided Practice
In the late 1960s, the Black Panther party advocated "black power." Read the following excerpts from their party platform and write a single sentence summary.
WHAT WE WANT
We want freedom. We want power to determine the destiny of our black community.
We want full employment for our people.
We want an end to the robbery by the white man of our black community.
We want decent housing, fit for shelter of human beings.
We want education for our people that exposes the true nature of this decadent American society....
We want all black men to be exempt from military service.
We want an immediate end to police brutality and murder of black people.
We want freedom for all black men held in federal, state, county and city prisons and jails.
We want all black people when brought to trial be tried in court by a jury of their peer group or people from their black communities, as defined by the Constitution of the United States.
We want land, bread, housing, education, clothing, justice and peace. And as our major political objective, a United Nations-supervised [vote] to be held throughout the black colony in which only black colonial subjects will be allowed to participate, for the purpose of determining the will of black people as to their national destiny.
Independent Practice
Create a Venn diagram comparing the tactics and beliefs of Dr. King and SNCC with the Black Panthers and Black Muslims.
Learning Log
It’s 1963 and you’ve made up your mind to work for civil rights. Which group would you join? Give three reasons for your choice.
Yesterday, we learned about civil rights leaders like SNCC and Dr. Martin Luther King, Jr.
What kind of tactics did they use in their struggle for basic rights?
Are there any other tactics available that they aren’t using? Can you think of groups or people who might have used them?
Intro to New Material
Read pages 240-263 of The Autobiography of Malcolm X (Chapter 14: Black Muslims).
As you read, copy any sentences that particularly stand out to you.
Guided Practice
In the late 1960s, the Black Panther party advocated "black power." Read the following excerpts from their party platform and write a single sentence summary.
WHAT WE WANT
We want freedom. We want power to determine the destiny of our black community.
We want full employment for our people.
We want an end to the robbery by the white man of our black community.
We want decent housing, fit for shelter of human beings.
We want education for our people that exposes the true nature of this decadent American society....
We want all black men to be exempt from military service.
We want an immediate end to police brutality and murder of black people.
We want freedom for all black men held in federal, state, county and city prisons and jails.
We want all black people when brought to trial be tried in court by a jury of their peer group or people from their black communities, as defined by the Constitution of the United States.
We want land, bread, housing, education, clothing, justice and peace. And as our major political objective, a United Nations-supervised [vote] to be held throughout the black colony in which only black colonial subjects will be allowed to participate, for the purpose of determining the will of black people as to their national destiny.
Independent Practice
Create a Venn diagram comparing the tactics and beliefs of Dr. King and SNCC with the Black Panthers and Black Muslims.
Learning Log
It’s 1963 and you’ve made up your mind to work for civil rights. Which group would you join? Give three reasons for your choice.
Tuesday, April 28, 2009
Classwork for Tuesday 4/28/2009
Do Whatcha Know!
Yesterday, we learned about Emmett Till, whose death helped spur the modern civil rights movement.
If you were alive in 1955, what kind of actions would you take against Jim Crow laws, or to prevent other young men from being lynched? What do you think the consequences of your actions might be?
Intro to New Material
Read Dr. Martin Luther King's "Letter from a Birmingham Jail." (In class, we read only paragraphs 1, 3, 9, 10, 11 and 12, but feel free to read the whole letter; it's excellent).
Answer the following questions in complete sentences:
1. How did King respond to the charge that the protests in Birmingham were “unwise and untimely”? How would you respond? What rationale did King offer for his actions? Why did he think that the struggle against segregation could not be confined to courtrooms and polite negotiations?
2. King describes the challenges of explaining the brutality of segregation and violence to his six-year old daughter? How would you explain segregation and violence to a child? What would you want him or her to know?
3. Why did King think it was necessary to create “constructive nonviolent tension” in order to effect change? How can tension help to change people’s perspectives?
4. King wrote about the “degenerating sense of ‘nobodiness’” prevalent among blacks in America. What did he mean by the term ‘nobodiness’? How, according to the King’s letter, do indignities like name-calling rob blacks of their individuality and humanity? Can you think of other examples in which people are made to feel like “nobodies” because of the way they’re treated?
Guided and Independent Practice
Read any two of the sources found here, and answer the questions that follow.
Learning Log
1. Who were some of the main civil rights leaders, events and organizations that we learned about today? Describe at least three.
2. What goals did they have?
3. What tactics did they use to reach those goals?
Yesterday, we learned about Emmett Till, whose death helped spur the modern civil rights movement.
If you were alive in 1955, what kind of actions would you take against Jim Crow laws, or to prevent other young men from being lynched? What do you think the consequences of your actions might be?
Intro to New Material
Read Dr. Martin Luther King's "Letter from a Birmingham Jail." (In class, we read only paragraphs 1, 3, 9, 10, 11 and 12, but feel free to read the whole letter; it's excellent).
Answer the following questions in complete sentences:
1. How did King respond to the charge that the protests in Birmingham were “unwise and untimely”? How would you respond? What rationale did King offer for his actions? Why did he think that the struggle against segregation could not be confined to courtrooms and polite negotiations?
2. King describes the challenges of explaining the brutality of segregation and violence to his six-year old daughter? How would you explain segregation and violence to a child? What would you want him or her to know?
3. Why did King think it was necessary to create “constructive nonviolent tension” in order to effect change? How can tension help to change people’s perspectives?
4. King wrote about the “degenerating sense of ‘nobodiness’” prevalent among blacks in America. What did he mean by the term ‘nobodiness’? How, according to the King’s letter, do indignities like name-calling rob blacks of their individuality and humanity? Can you think of other examples in which people are made to feel like “nobodies” because of the way they’re treated?
Guided and Independent Practice
Read any two of the sources found here, and answer the questions that follow.
Learning Log
1. Who were some of the main civil rights leaders, events and organizations that we learned about today? Describe at least three.
2. What goals did they have?
3. What tactics did they use to reach those goals?
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