8.3.1+Turquoise

Turquoise
 * Brittany, Ashley K., Vanessa, Audrey, and Chaise**, read and analyze five (5) of the listed readings below. Use the [|Primary Source Analysis Tool] to thoroughly analyze each of your documents. Dig deep to learn why that document exists.

Once you have analyzed a document, download the [|8.3.1 Readings.pages] document which is modeled after the table below. Complete each row of the table according to the readings you selected. Be critical and careful with your document analysis. A good method is to go one at a time: analyze one document, research the document's existence and learn why it was created. Then fill out a row of the 8.3.1 Readings.pages document (or simply type it in the table below).

In the "Analysis" column, put your name in the row for the documents you're reading. When finished, replace your name with the link to your completed "Primary Source Analysis Tool" PDF for that document -- make sure you change the name of these PDFs. The rules were some guidelines and tips for riding on the integrated buses. They were made to help the negro people adjust to the new integration and to help avoid violence. Some of the biggest points made were to remain non-violent and to not say anything rude back to someone if something rude was said to you. || This was a major win in the civil rights movement. Buses had been forced to be integrated because the segregation rule was declared unconstitutional after the bus boycott. ||
 * ~ Primary Source ||~ Analysis ||~ Description/Context ||~ Role in Civil Rights Movement ||
 * "On the Verge of a Dangerous Racial Conflagration" ||  ||   ||   ||
 * "Rules for Riding Desegregated Buses" || Vanessa || The newspaper clippings at the top describe the mystery of the meetings behind the bus boycott. They say that although some people knew about the meeting, they did not know what it was about and who was behind it.
 * "No school in our state will be integrated" || Chaise || I think this was a good article. It was all about how no schools should be integrated. Meaning schools should have blacks and whited equally. Blacks should of had the same amount of schooling and equal schools, not white have this amazing schooling and blacks get nothing. ||  ||
 * "Non-violence and Racial Justice 1957" ||  ||   ||   ||
 * "Letter from a Freedom Fighter's Father 1961" page 1, page 2, text only ||  ||   ||   ||
 * "A Volatile Time, 1962" || Audrey || J. Robert Elliot was a judge who shut down protesters in Albany, Georgia. He had never explained his decisions or rulings before, but in this case he did. He said it was to protect the protesters because there had been threats on lives. However, many people didn't believe that this was his reason. They knew he believed in segregation, which is what the protesters were protesting, and they believed he just wanted to stop them from protesting his beliefs. || It caused a lot of people to think that white people were biased and that more action was needed. ||
 * "An Ugly Situation in Birmingham, 1963" || Chaise || An ugly situation in Birmingham was about how voting was discriminated. John F. Kennedy thought it was bad. Voting shouldn't of been discriminated, they shouldn't of gave blacks the right to vote and then turn around and say they have to be able to be able to read and write. ||  ||
 * "Patience is a Dirty and Nasty Word" || Chaise ||  ||   ||
 * "One Volunteer's Freedom Summer, 1964" || Chaise ||  ||   ||
 * "Alabama Voter Registration Form, c.1964-65" || Vanessa || The voter registration form asked many questions that were unfair and basically made it so no African American would be able to vote. It also asked many questions about the person's education, employment, birth, and background. The second and third part of the registration were also very unfair because they required the person who was registering to know how to read and write, which many blacks could not do at the time. They were basically taunting the African Americans by saying here, you can vote, you just have to e able to answer these questions and do these things. || The registration form showed many people how unfair the registration process was. It asked questions/things that many African American residents would not be ables to answer/do ||
 * "What does Mississippi Have to Do With Harlem? (1964)" audio || Audrey || Malcolm X spoke this after the Mississippi Freedom Democratic Party was denied seating at the Democratic National Convention. They came a long way, only to be told that they only had two votes in the convention. Many people spoke out about this, but still they were denied recognition. Malcolm X was a minister and a public speaker. He often spoke out for freedom for black people. He was later assassinated for his work, while he was making a speech on stage. || Malcolm motivated people to actually stand up and do something about what they believed in. ||
 * "Creating an Open and Just City, 1966" ||  ||   ||   ||
 * "Two Societies, Separate and Unequal, 1967" || Vanessa ||  ||   ||
 * "People, Acting Together, Are Power, 1967" ||  ||   ||   ||
 * "The Goals of the Poor People's Campaign, 1968" ||  ||   ||   ||
 * "Where is the Draft for the Freedom Fight?" ||  ||   ||   ||
 * "The Panthers' Ten-Point Platform" || Audrey || The Black Panthers were a group who believed in blacks being able to defend themselves against whites. The were originally created to protect African American communities and stop police brutality. They encouraged black people to use the right to bear arms, and group members openly carried loaded shotguns with them. The Black Panthers were a very aggressive group. || They encouraged people to be more aggressive in trying to get their rights. This caused the tension of the civil rights movement to increase. ||
 * "Attica Inmate Demands, 1971" || Audrey || The Atticus prison riot started because an inmate, George Jackson, was shot to death by a corrections officer. 1,000 inmates protested and began a riot, taking over the prison and also taking 33 workers hostage. The state negotiated with the prisoners for 4 days, and then the police was able to take back control of the prison. However, 39 people were killed in the riot, including 10 civilian employees and corrections officers. || The prisoners in the Atticus prison riot were really serious about getting equal treatment to white people, and actually got a lot of attention drawn to their cause. ||
 * "Both Parties Have Betrayed Us, 1972" || Vanessa || This told about the Black Political Agenda and its goals. It described what the people who met at Gary thought was needed to achieve action in politics. It said that both political parties had betrayed the black people and they had no voice in politics. It also said that their goals were not going to be reached without organization and determination. || The Black Political Agenda was called for actions in the areas of political and economic empowerment, human and rural development, foreign policy, environmental protection and planning, community development, communications, and self-determination. It also defined a clear path for future Black political efforts ||
 * "Keeping Atlanta Too Busy To Hate, 1975" ||  ||   ||   ||
 * "Remember the Real Fight, 1975" || Audrey || The busing crisis took place in Boston in 1975. It was when students were sent to different schools depending on race. Enrollment dropped immensely and parents protested outside every day. There was a lot of violence during this time. People were stabbed, beaten, and killed. In one instance, a black kid stabbed a white kid, almost killing him. A white mob stormed the school, trapping the black kids inside. When the school was finally reopened after being closed for a month, there were metal detectors and 500 police officers for the 400 students who attended. || The busing crisis may have been close to the highest point of tension in the civil rights movement. It may have been the most violent time during this movement. ||
 * "Equal Opportunity Not Enough" || Vanessa || This was a speech, the commencement address, delivered by President Lyndon B. Johnson on June 4, 1965. In it, he says that “it is not enough just to open the gates of opportunity. All our citizens must have the ability to walk through those gates.” He is basically saying that making them equal is not enough, and that segregation needs to be stopped in order for there to be true equality. He also describes the living ares of negroes, and how a lot of them are in poverty that is even worse than white poverty. He is trying to persuade people to think that equality will be a good thing and it needs to happen. || The president explained to the people of the United Stated why true equality required action. In his speech, he clearly supports equality for everyone. ||
 * "Report on the Miami Riot, 1981" ||  ||   ||   ||
 * "Young Residents of Cabrini Green" ||  ||   ||   ||
 * "We Must Have a Black Mayor, 1983" || Chaise ||  ||   ||