8.3.1

=Civil Rights Movement= Analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including
 * the impact of WWII and the Cold War (e.g., racial and gender integration of the military)
 * Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
 * protest movements, organizations, and civil actions (e.g., integration of baseball, Montgomery Bus Boycott (1955–1956), March on Washington (1963), freedom rides, National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), Student Non-violent Coordinating Committee (SNCC), Nation of Islam, Black Panthers)
 * resistance to Civil Rights

=Need to Reed=

=Learning Activity=

Part I
Download and complete as an in-class/homework activity [|8.3.1 Rise and Fall of Jim Crow.pages] document.

Part II
Below is a reading list of several documents related to the fight for social equality by African-Americans from the 1950s through the 1980s. These readings are primary documents and have to be handled differently than regular readings. In order to understand primary documents, please view the Primary Documents help page for an overview of the different types of primary documents and analysis guides for each.

A misanalysis of primary documents leads to costly misunderstandings and misconceptions. To avoid this we will first practice together using this document, this help page, and the Primary Source Analysis Tool.

The second way that we'll avoid misanalysis is by working in small collaborative groups that will be collectively responsible for the maintenance of individual understandings ("I won't let you not get this..."). Find your name and group below. The colors are the group and each group has a wiki page. You will find your individual and group instructions on your group page.

Small Group Assignments

 * ~ Cayenne ||~ Asparagus ||~ Clover ||~ Teal ||~ Plum ||~ Mocha ||~ Fern ||~ Moss ||~ Ocean ||~ Turquoise ||~ Spring ||~ Lemon ||~ Maraschino ||~ Tangerine ||~ Lime ||~ Aqua ||~ Salmon ||~ Sky ||
 * Travis || Nick || Cailie || Katie || Lightening || Brianna || Cody || Josh Ca. || Alyssa || Brittany || Ben || Josh Co. || Randall || James || Evan || Sam D. || Heavein || Grace ||
 * Anna || Carley || Jessica || Danielle || Devin || McKenna || Sheldon || Shanelle || Alyssa || Vanessa || Wade || Lindsay || Karisa || James || Monica || David || Chase || Logan H. ||
 * Jordan I. || Logan I. || Allison || Hunter || Justin J. || Nathan Ke. || Layla || Kyle || Nathan Ki. || Ashley K. || John || Lance || Mike (big) || Russell || Nolan || Tyler L. || Shayne || Maddison ||
 * Darren || Alexis || Ashley || Elizabeth || Logan || Ryan || Lake || Ruben || Kim || Audrey || Michael R. || Kereina || Jared || Brandon || Alisha || Parker || Andrew || Damon ||
 * Cole || Cloe || Seth || Thaya || Daylon || Matt || Justin V. || Mercedes || Justin || Chaise || Mykal || Austin Wi. || Austin Wo. || Aryanna || Rachel || Dylan || Meaghan || Tucker ||
 * || Tyler S. ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Makayla ||

=Assessment //due Monday, May 9//= The nature of the unit content and the way we studied it allows us to pursue more active and interesting ways of demonstrating our mastery of 8.3. Below are several possible assessment options. Choose any one for your 8.3 Assessment.

#1 Civil Rights Timeline
Build a timeline of the major events that we collectively refer to the Civil Rights Movement. Consider beginning with the 13th Amendment (banning slavery). Identification of and defending what you consider to be the end of the Civil Rights Movement will play a role in your "mastery" of the content. This timeline can be a wiki page (using a table), a Keynote, a poster, or a video. The possibilities for your medium is endless. The timeline could be created using a Web 2.0 tool allowing for embedding and other sharing options. Consider: Xtimeline, OurStory, TimeRime, and TimeGlider.

#2 Movie Buff
Watch a feature-length movie that depicts part of the Civil Rights Movement. Which parts of the readings did it reinforce? Do you believe the movie is historically accurate? Research the film’s accuracy to prove your position. Suggested titles are below: If there is another title that you would like to use not listed above, it must be cleared with me. Movies that are Rated R are subject to parental guidelines. The rating is a result of language and violence (both of which accurately reflect historical context).
 * **//Separate But Equal//** (PG). Info
 * **//Mississippi Burning//** (R). Info
 * **//Ghosts of Mississippi//** (PG-13). Info
 * **//Malcolm X//** (PG-13). Info
 * **//Boycott//** (PG). Info

#3 Organize!
Compare and contrast any two of the various organizations active through the Civil Rights Era. Examples are: How were their origins and goals similar and dissimilar? What do you think were the greatest achievements of these organizations?
 * National Association for the Advancement of Colored People (NAACP);
 * Congress for Racial Equality (CORE);
 * Southern Christian Leadership Conference (SCLC);
 * Student Nonviolent Coordinating Committee (SNCC).
 * The Black Panther Party

#4 Does it Explode?
Race riots became a common thing to see on the evening news. Identify one riot that occurred in the 1960s and describe it's root causes as well as the immediate causes. What measures were taken to end the riot? What was the damage?

#5 Lynching
Investigate the history of lynching. What was the role of lynching? Who participated? Was their any organized opposition to lynching? Does lynching continue to occur in contemporary American society?

#6 American Terror
Research the history of the Ku Klux Klan. What influence did it have on the South prior to and during the civil-rights movement? What social and occupational arenas did it enter? Did it have an effect on the way southern officials dealt with African Americans? What role does the Klan play in contemporary American society.

#7 Finally, Some Action...
What was the response of federal government to racial/civic/social injustice? Research any two of the following historical legislative acts and judicial decisions related to the movement including: the Thirteenth, Fourteenth and Fifteenth Amendments; the 1896 Supreme Court decision in Plessy v. Ferguson; the 1954 Supreme Court decision in Brown v. Board of Education; the 1964 Civil Rights Act; and the 1965 Voting Rights Act. What were the strengths and weakness of each? How were the acts carried out? Who enforced them?

#8 Demonstrate!
Anne Moody was one of the many brave individuals that stood up against her belief that segregation in society was against the laws of nature. How did non-violent demonstrators hope to achieve their goals? What did they have to endure? What disagreement existed in their actions among others involved in the Civil Rights Movement?