Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

1

Historical Question Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970) in regard to desegregation of schools and voting rights and analyze the sentiments of participants during, before and after the pinnacle of the movement, determining the lasting impact of the movement.

Introduction to DBQ The struggle for African Americans to obtain civil rights in the United States has been a long and arduous process culminating with African Americans having the right to vote reinstated for some with the Voting Rights Act of 1965 (it was initially granted to African American men during Reconstruction), and the desegregation of public facilities including public schools with Brown V. Board of Education and later by mandate in 1970. The movement gained momentum following World War II partially because veterans returned home realizing that while they fought for the freedom of others they did not have certain liberties in their own native land. Many tactics were used to achieve rights primarily through the formation of civil rights groups such as the NAACP, or pursuing the rights through the court system and ultimately reaching the Supreme Court. Historical Thinking Skill: Context Students would be able to utilize the sources to gain an understand of the climate of the civil rights movement in South Carolina. Various aspects of the civil rights movement included are the struggle to attain the right to vote and the desegregation of schools. SC Standard(s)/Indicator(s) Standard 5: Demonstrate the impact of America’s global leadership on technological advancements, the transition to a post-industrial society, and ongoing debates over identity in the period 1945–present USHC.5.CC Evaluate continuities and changes during the Civil Rights Movement and other subsequent movements for equal rights. DOK Level - 3 Strategic Reasoning and Thinking Explain, generalize or connect ideas using supporting evidence Write a multi paragraph essay for specific purpose, focus, voice, tone and audience Materials

● ClearTouch Panel (SmartBoard) ● Copies of all sources (electronic or paper) ● Copies of station questions ● Paper/Chromebook for essay

Teacher’s Guide Literature to use to build background information should you need it.

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

2

Freedom's Teacher: The Life of Septima Clark By Katherine Mellen Charron

I've Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle By Charles M. Payne

Putting the Movement Back Into Civil Rights Teaching: A Resource Guide for Classrooms and Communities By Deborah Menkart (Editor)

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

3

Voices of a People's History of the United States, 10th Anniversary Edition By Howard Zinn, Anthony Arnove

Voices of Freedom: An Oral History of the Civil Rights Movement from the 1950s Through the 1980 By Henry Hampton, Steve Fayer

March, Book One By John Lewis, Andrew Aydin, Nate Powell (Illustrator)

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

4

The Civil Rights Reader: American Literature from Jim Crow to Reconciliation By Amy Schmidt, Julie Armstrong (Editor), Booker T. Washington (Contribution by) Background Information/Instructional Plan This document based question (DBQ) should be implemented in the classroom as a culminating activity to the study of the height of the Civil Rights Movement. The DBQ can be taught over a period of several days while ensuring students know necessary skills to complete a DBQ. Writing workshops can be conducted to teach students how to analyze primary resources and how to answer the questions who, what, when and why on a deeper level. Students must be able to then categorize the documents based on similarities and differences to present an argument to how the sentiments change throughout the movement and what could be considering a turning point. The students will be able to use their knowledge of the history of African Americans and the struggle that ensued to attain their civil rights. The following is from the SC Support Documents for United States History and Constitution: The Civil Rights Movement was a liberal movement that challenged the conservative status quo of race relations in the United States to secure for African Americans the full rights of citizenship including the right to “life, liberty, and the pursuit of happiness.” In order to analyze the strategies of the Civil Rights Movement, it is essential that students understand its goals which were equal treatment and the right to vote. A thorough review of the failed promises of the Declaration of Independence (USHC.1.CE); Reconstruction and the thirteenth, fourteenth, and fifteenth amendments (USHC.2.CX); the Jim Crow era (USHC.2.CC); and the response of African Americans to discrimination (USHC.3.CE) should establish the context for the Civil Rights Movement of the post-World War II period. In previous USHC lessons, students learned how the Reconstruction was geared towards helping newly freed slaves achieve civil rights such as the right to vote for black men and access to education through the development of both secondary and higher education schools.

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

5

The purpose of this DBQ is to point out to students that the efforts of Reconstruction were reversed by the Jim Crow era and that the rights guaranteed by the 14th amendment were denied until almost a century later. Students will create a piece of work that demonstrates their ability to contextualize the Civil Rights Period by using the documents provided. One photographic source and one written source should be used to help model for the students how a primary source should be analyzed. It should be completed whole group and the teacher should model the needed Historical Thinking Skills as well as expectations for future sources. Examples of Lesson implementation:

● On the first day divide the class into small groups and provide sources of the time period. These may include, but are not limited to sit-ins, SNCC protests, written documents by MLK Jr., Malcolm X, SCLC protests, news articles, oral histories etc. Give the students a document analysis worksheet (I use the one from DocsTeach on the National Archives website) and have them complete it on the documents provided. As a closing activity have the groups share what documents they were given, and what they took away from them.

● As a whole group, create a graphic organizer of the effects/examples of civil disobedience/protests during the Civil Rights Movement and if the desired result was achieved.

Accommodations/Modifications

● A timeline will be completed to help students comprehend the context of the period Final Project Activity Examples As an assessment, students will be asked to compose a written response to the question and be prepared to defend their stance in a scholarly debate. They must be able utilize the documents effectively to support their argument and refute opposing points of view. To differentiate this for lower levels students in an Honors/CP may be provided with leading questions by the teacher, but in an AP class the questions will be more open ended. Source A Joseph DeLaine Home Burned (circa 1950)

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

6

Source B

People at the ballot box (May 25, 1958)

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

7

Source C Governor Fritz Hollings’ Address to General Assembly (January 9, 1963)

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

8

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

9

Source D

Senator Strom Thurmond opposition to 1963 Civil Rights Bill November 6, 1963

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

10

Source E

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

11

Monteith Treadwell Interview- July 1963 Desegregating the University of South Carolina (1 minute clip from WIS-TV)

Source F

Modjeska Simpkins Editorial to The State Newspaper 1981

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

12

Source G

Judge Matthew Perry – Harvey Gantt/Clemson Oral History Interview

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

13

Source H

Governor Robert McNair- SC must obey Supreme Court ruling to desegregate public schools (January 29, 1970)

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

14

Source I

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

15

March 5, 1970 Lamar incident following mandated desegregation

Source J

Governor McNair’s Statement on Orangeburg Massacre (February 9, 1968)-

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

16

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

17

Source K

Cleveland Seller’s River of No Return Excerpt on the Orangeburg Massacre

When I arrived at the scene of the action, my heart began to pound, hard and fast. The students had been driven back toward the center of the campus where they had built a huge bonfire in the middle of Watson Street right off College Avenue. Hundreds of national guardsmen, state troopers and police officer were in a line facing the students on the other side of the fire. There was probably no more than fifty yards between them. The flames of the fire highlight the silvery bayonets of the national guardsmen’s rifles.

“What’s going on?” I asked as I walked slowly toward the front of the crowd. No one took the time to answer. The students were engrossed in the fire and the armed men stationed on the other side of it. Most of them appeared to be calm, confident that nothing would happen because they were on their campus.

Then I saw Henry Smith, a tall lanky sophomore standing in front of the crowd. Henry stepped forward to place something on the fire, when the cops started shooting. Amid terrified screams, I watched him spin and crumple to the ground. Bullets seemed to be coming from all directions. The sound of the pistols and shotgun blasts was deafening.

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

18

Scaffolding the Historical Thinking Skill Teaching History is more than just giving students dates from a timeline. Teaching history should be viewed as telling a story from factual events that weave together to create a greater understanding of how present day United States came to be. Therefore, students must be taught how to think “like a historian” would and how to analyze the sources provided to delve deeper. They must learn to ask questions that lead to a richer understanding such as: why was the source created, who was the intended audience, what time period is it and what does this work say about society at that time, etc. Students must be able to synthesize difference sources to create an overarching theme from the material they were given to demonstrate an understanding of the period of study. High school students should also be able to use their prior knowledge to draw out patterns over time to show how continuity and change for African Americans from another time period (ex. Reconstruction or Jim Crow) or another geographic region (Ex. North vs. south, another country). Students must also develop a keenness to determine how causation works to understand that while African Americans desired rights for a very long time there were catalysts that prompted the movement (ex. Involvement in WWII). Teaching History is about using real primary and secondary sources, and taking the time to look over the plethora of historical resources that are available to us. It is more than just beginning a textbook and going from beginning to end. History requires a hands-on approach. To begin analyzing primary sources, the Library of Congress or the National Archives is a good place to start, and has a wonderful selection of graphic organizers to gets started.

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

19

Resources Bates, P.T., Parker, T., Peep, H.L., Waring, J.I., & Wyman, J.W. (1963, November 6). [Letter to

South Carolina Medical Association members]. Modjeska Simkins Papers. South Carolina Political Collections, Digital Collections, South Carolina Library, Columbia, SC. Retrieved from http://digital.tcl.sc.edu/cdm/compoundobject/collection/mmsimkins/id/1743/show/1742/rec/3

Hollings, E. F. (1963, January 9). Address to the South Carolina General Assembly.

Fritz Hollings: In His Own Words, South Carolina Political Collections, Digital Collections, South Carolina Library, Columbia, SC. Retrieved from http://digital.tcl.sc.edu/cdm/compoundobject/collection/how/id/291/show/282/rec/8.

Madness in South Carolina. (1970, March 5). The New York Post Robert McNair: In His Own

Words, South Carolina Political Collections, Digital Collections, South Carolina Library, Columbia, SC. . Retrieved from http://digital.tcl.sc.edu/cdm/singleitem/collection/mcnair/id/550/rec/2.

McNair, R. E. (1968, February 9). Statement on Orangeburg situation [Press Release]. Robert

McNair: In His Own Words, South Carolina Political Collections, Digital Collections, South Carolina Library, Columbia, SC. Retrieved from http://digital.tcl.sc.edu/cdm/compoundobject/collection/mcnair/id/156/rec/9.

Monteith interviewed about USC desegregation -- outakes. [Video file]. (1963, July).Moving

Image Research Collections, Civil Rights Films from USC’S Moving Image Research Collections, South Carolina Library, Columbia, SC. Retrieved from http://digital.tcl.sc.edu/cdm/search/collection/mirccr/searchterm/treadwell/field/all/mode/all/conn/and/order/nosort/ad/asc/cosuppress/0.

Obey segregation order, governor tells S. Carolina (1970, January 29). Detroit Free Press.

Digital Collections, South Carolina Library, Columbia, SC. Retrieved from http://digital.tcl.sc.edu/cdm/singleitem/collection/scpcexhibit/id/101/rec/73

Perry, M. (1995-1996). Judge Matthew Perry oral history interview conducted by Dr. Robert J.

Moore in Columbia, South Carolina. [Transcript]. South Carolina Political Collections, Digital Collections, South Carolina Library, Columbia, SC. Retrieved from https://library.sc.edu/scpc/Perry.pdf.

Photograph of Joseph A. De Laine, Sr. and his family looking at their burned home in

Summerton, SC. (ca. 1950). Joseph A. DeLaine Papers. Digital Collections, South Carolina Library, Columbia, SC. Retrieved from http://digital.tcl.sc.edu/cdm/singleitem/collection/jad/id/870/rec/33

Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017

20

Photograph of six unidentified people at the ballot box. (ca. 1958). Isaiah DeQuincey Newman

Papers. Digital Collections, South Carolina Library, Columbia, SC. Retrieved from http://digital.tcl.sc.edu/cdm/singleitem/collection/idn/id/3989/rec/5

Sellers, C., & Terrell, R. (2002). The river of no return: the autobiography of a black militant and

the life and death of SNCC. Jackson: Univ. Press of Mississippi. Simpkins, M. (1981). Modjeska Simpkins to the editor of The State Newspaper, 1981. [Letter.]

Modjeska Simkins Papers. South Carolina Political Collections, Digital Collections, South Carolina Library, Columbia, SC. Retrieved from http://digital.tcl.sc.edu/cdm/compoundobject/collection/simkins/id/63/rec/43 OVEDSSStandardsAugust182011.pdf .

South Carolina Department of Education. (2011). South Carolina social studies academic

standards [PDF document]. Retrieved from http://ed.sc.gov/scdoe/assets/file/agency/ccr/StandardsLearning/documents/FINALAPP OVEDSSStandardsAugust182011.pdf.

South Carolina Department of Education. (2012). South Carolina support documents for social

studies [PDF document]. Retrieved from http://ed.sc.gov/instruction/standards-learning/social-studies/resources/.