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Welcome to your Civil Rights Movement lesson! Front Row’s content is designed to meet every student at his or her own individual learning level, so everybody can participate with minimal prep by you. Your packet includes materials all FREE and ready-to-go for use in your class. Topics in this Civil Rights Movement unit include:

• Select articles, each available in at 5 different reading levels: o Jim Crow Laws o Brown v. Board of Education o Rosa Parks o Civil Rights Act of 1964

• Vocabulary list and discussion questions • Civil Rights Movement timeline project • Video activity on the Greensboro Four • Primary sources analysis activity

o Police reports o Letter from Birmingham Jail

Note: This is just a sampling of Front Row’s Civil Rights Movement materials! You can get access to additional materials with a free Front Row account:

• 10+ more articles on Civil Rights topics such as: o Montgomery Bus Boycott o Ruby Bridges o Martin Luther King Jr. o Freedom Riders o Black Panther Party

• More projects, video lessons, group discussions, etc.!

Sign up for your FREE account: www.frontrowed.com/civilrights-signup

GENERAL MATERIALS:

UNIT VOCABULARY & TIMELINE ACTIVITY

Vocabulary Words

❏ discrimination ❏ segregation ❏ integration ❏ desegregation ❏ racism ❏ inequality ❏ oppression ❏ activist ❏ protester ❏ nonviolence

❏ demonstration ❏ boycott ❏ sit-in ❏ riot ❏ movement ❏ injustice ❏ civil rights ❏ civil disobedience ❏ unconstitutional ❏ “separate but equal”

U.S. Civil Rights Movement

Vocabulary Words

discrimination (n): the unjust or harmful treatment of different groups of people, especially on the grounds of race

segregation (n): the enforced separation of different racial groups into separate public facilities, neighborhoods, schools, or organizations

integration (n): bringing groups with different characteristics together in social groups or institutions

desegregation (n): the removal of laws that separate people into different public facilities, neighborhoods, schools, or organizations based on race

racism (n): prejudice, discrimination, or hostility directed against someone of a different race based on the belief that one’s own race is better

inequality (n): difference in circumstances

oppression (n): ongoing cruel or unjust treatment or control

activist (n): a person who works towards social change

protester (n): a person who takes action to show the public they disagree

nonviolence (n): the use of peaceful means, not force, to bring about political or social change

demonstration (n): a public meeting or march protesting against something or expressing views on an issue

boycott (v): to refuse to participate or interact with an organization as a protest

sit-in (n): a form of protest in which demonstrators occupy a place, refusing to leave until their demands are met

riot (n): a violent disturbance of the peace by a crowd

movement (n): a group of people working together towards a cause

injustice (n): lack of fairness

civil rights (n): the rights of citizens to political and social freedom and equality

civil disobedience (n): the refusal to follow certain laws as a peaceful form of protest

unconstitutional (adj.): not in agreement with the U.S. Constitution

“separate but equal”: a part of the law that allowed racial segregation


Vocabulary Words

discrimination:

segregation:

integration:

desegregation:

racism:

inequality:

oppression:

activist:

protester:

nonviolence:

demonstration:

boycott:

sit-in:

riot:

movement:

injustice:

civil rights:

civil disobedience:

unconstitutional:

“separate but equal”:


1. On the following pages, you will find booklets representing key events of the Civil Rights Movement. There are extra booklets in case students need to remake any.

2. Students should print out each booklet and fold them in half. 3. On the inside, students describe the event and its importance, and sketch a relevant

picture or representation of it. 4. Students should determine an appropriate order in which to attach the booklets on the

timeline paper. Using their articles from the unit and further research if they wish, they should write the appropriate years corresponding to each event on the front of the booklets.

[ picture ] [ description ]

Event 1

Date

Event 2

DateEvent 6

Date

Event 5

Date

Event 4

Date

Event 3

Date

Suggested Procedures

Students will construct a timeline of the Civil Rights Movement as they learn about the key events of the movement.


Civil Rights Movement TimelineTeacher Guide

Jim Crow Laws instituted (1870s - until they were struck down one by one)

Founding of the NAACP (1909)

Plessy v. Ferguson case (1896)

Brown v. Board of Education (1954)

Arrest of Claudette Clovin (March 1955)

Arrest of Rosa Parks (Dec. 1955)

Montgomery Bus Boycott (Dec 1955 - Dec 1956)

SCLC established (1957)

Integration of Central High School (the Little Rock Nine) (Sept. 1957)

Greensboro Four sit-in (Feb. 1960)

Ruby Bridges attends integrated school (Spring 1960)

Student Nonviolent Coordinating Committee founded (April 1960)

The Birmingham Campaign (April 1963)

Martin Luther King, Jr. writes his “Letter from Birmingham Jail” (April 1963)

The March on Washington (Aug. 1963)

Freedom Summer (Summer 1964)

Passage of the Civil Rights Act of 1964 (July 1964)

Malcolm X assassinated (Feb 1965)

Selma to Montgomery Marches (March 1965)

Voting Rights Act (Aug 1965)

Formation of the Black Panther Party (1966)

Martin Luther King, Jr. assassinated (1968)

List of events to include in timeline:

Civil Rights Movement TimelineTeacher Guide


SCLC established

Jim Crow

Law

s instituted

Martin Luther K

ing, Jr. assassinated

The Birmingham

Cam

paign

Founding of the N

AACP

The March

on W

ashington

Integration of Central H

igh School (the Little R

ock N

ine)

Passage of the Voting R

ights Act

Plessy v. Ferguson

case

Student N

onviolent Coordinating Com

mittee

(SNCC)

founded

Brown v.

Board of Education

Formation of the

Black Panther Party

Montgom

ery Bus Boycott

Greensboro

Four sit-in

Malcolm

X

assassinatedArrest of

Claudette Clovin

Ruby

Bridges attends

integrated school

Freedom

Summ

er

Martin Luther K

ing, Jr. w

rites his “Letter from

Birm

ingham

Jail”

Arrest of Rosa

Parks

Selma to

Montgom

ery m

arches

Passage of the Civil R

ights Act of 1964

ARTICLES:

JIM CROW LAWS

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Jim Crow Laws Discussion Questions

1. What led to the creation of Jim Crow laws? 2. What were some of the Jim Crow laws discussed in the article? 3. What made these Jim Crow laws unfair? 4. What does the phrase “separate, but equal” mean? 5. Is it possible to have a society that is separate, but equal? Explain why or why not. 6. Do you think that putting an end to Jim Crow laws resulted in fair & equal treatment for

people of all races? Why or why not?


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Grade: 1.7

The Civil War ended in 1865. This freed the slaves. Theycould earn money. Some people did not like that. Theslaves were not treated well. People made bad laws.They were Jim Crow laws.

Jim Crow laws were not fair. They made life hard forblack people. The laws did not let all people be free.

Black kids went to one school. White kids went toanother school. The bus had areas for black people inthe back. White people could sit in any seat. Black peoplehad to use different water fountains. They had differentbathrooms.

A man using a water fountain in the Jim Crow south

White people were treated better. White schools weregood. Many black schools were falling apart. Blackpeople had to sit in the back of the bus. They had toleave their seat for a white person. Many stores wouldnot serve black people.

A bus in which black people had to sit in the back

Jim Crow laws were around for 100 years. They werefinally taken away in the 1960’s.

WritingAnchor Skill: Informative

What were Jim Crow laws? How didthey make life harder?

ReadingAnchor Skills: Explicit Information, Claims &Evidence

Where could white people sit onthe bus?

Why were Jim Crow laws bad laws?

Choose two reasons that Jim Crowlaws were not fair.

Why did people make Jim Crowlaws?

Only in the back

Only in the front

In any seat

The Civil War just ended.

Jim Crow was not a real person.

The laws were not fair to everyperson.

White schools were better.

They were not real laws.

Stores would not serve blackpeople.

They were taken away in the 1960s.

To make money

They did not want the freed slavesto earn money

To get good schools

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Grade: 2.7

Slaves were freed when the Civil War ended. They nolonger had to work without pay. This does not mean theywere treated as equals. They were not treated well in thesouth. This was due to racist laws. They were called theJim Crow laws.

Jim Crow laws did not treat black people the same aswhite people. These laws wanted black people to beseparate and equal. Separate can never be equal. JimCrow laws did not let former slaves become free.

There were different schools for black and whitechildren. They used separate bathrooms. The bus hadblack sections and white sections. Black people even hadto use other water fountains.

A man using a water fountain in the Jim Crow south

White people were treated much better. Schools forwhite children had better materials. Some black schoolswere falling apart. They had to use old books. Blackpeople had to sit in the back of the bus. They were forcedto leave their seat for a white person. Many stores wouldnot serve black customers.

A bus with different areas for black and white riders

Jim Crow laws were around for 100 years. They werefinally called illegal in the 1960’s. This ended some of theunjust treatment of black Americans.


Why were Jim Crow laws unfair?


What happened when the Civil Warended?

For how long were Jim Crow laws ineffect?

Where were Jim Crow laws ineffect?

Why did the author tell us thatwhite schools were better?

Why did the author tell us whenJim Crow laws ended?

The U.S. began slavery

The slaves were freed

The slaves were sent away

1,865 years

100 years

40 years

300 years

Russia

The entire United States

The United States south

The United States north

To show that Jim Crow laws wereunfair

To make the reader like school

To change the reader's mind

To talk about life in the 1960's

to show us that he was born in the1960s

to tell us how many people likedthe laws

to prove the laws were bad

to show that the laws did not endvery long ago



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Grade: 3.8

Millions of former slaves were freed when the Civil Warended. They no longer had to work without pay. Thisdoes not mean they were treated as equals. They werenot treated well in most of the south. This was due to aracist set of laws known as Jim Crow laws.

Jim Crow laws did not let black people access the sameresources as white people. They made a society whereblack citizens were seen as separate, but equal. Separatecan never be equal. Jim Crow laws made blacks anythingbut equal with whites.

There were different schools for black and whitechildren. There were separate bathrooms and differentsections on the bus. They even had to drink fromdifferent water fountains.

A man uses the water fountain for black citizens

White people were treated much better. Schools forwhite children had better materials. Some black schoolswere falling apart. They had to use old books. Blackpeople had to sit in the back of the bus. They were forcedto leave their seat for a white person. Many stores wouldnot serve black customers.


WritingAnchor Skills: Informative, Writing Conventions

Explain how Jim Crow laws madethe lives of black citizens difficult.


What were Jim Crow laws?

Which details from the text showthat Jim Crow laws were unfair? Selectall that apply.

How long did Jim Crow laws remainin effect?

How does the author describe JimCrow laws to the reader?

What was the effect of Jim Crowlaws being deemed illegal in the 1960's?

Laws that helped former slaves

Laws that ended the Civil War

Laws that did not let black peopleaccess the same resources as whitepeople

Laws that made better schools

Millions of former slaves werefreed when the Civil War ended.

There were different schools forblack and white children.

White people were treated muchbetter.

Many stores would not serve blackcustomers.

1,865 years

100 years

40 years

300 years

He talks about the Civil War.

He gives the history of slavery inthe South.

He asks the reader questions.

He gives the reader examples ofthe laws.



Jim Crow laws remained in effect for 100 years beforethey were deemed illegal in the 1960’s. This removalended a long period of unjust treatment.

White children and black childrenwent to different schools.

The slaves were freed.

Many people did not like the laws.

It ended a long period of unjusttreatment.


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Grade: 6.0

Millions of former slaves were freed when the Civil Warended in 1865. These former slaves were no longerforced to work without pay, but they were still nottreated as equal citizens throughout much of the South.This was due to a racist set of laws known as Jim Crowlaws.

Jim Crow laws prevented black citizens from receivingaccess to the same resources and opportunities as whitecitizens. These laws created a society where blackcitizens were seen as “separate, but equal”. The lawsmade it so that black citizens were anything but equalwith white citizens.

There were different schools for black and whitechildren. There were separate bathrooms and differentsections on the bus and train for each race. They evenhad to drink from different water fountains.


White citizens were given better treatment than blackcitizens. Schools for white children had better materialsthan schools for black children. Black people were forcedto sit in the back of the bus. They had to move from theirseat if a white person wanted to sit down. Many storesrefused to serve black citizens because of the color oftheir skin.


WritingAnchor Skills: Informative, Writing Conventions,Drawing Evidence

Using evidence from the text,explain how Jim Crow laws had anegative effect on the lives of AfricanAmericans.


What were Jim Crow laws?

Based on information in the text,how did former slaves most likely feelwhen Jim Crow laws were introduced?

Based on the evidence provided inthe text, which of the words below bestdescribes Jim Crow laws?

Which of the statements belowsupport the argument that Jim Crowlaws prevented equal treatment for allcitizens? Select all that apply.

Laws that made former slaves free.

Laws that prevented black citizensfrom receiving access to the sameresources and opportunities aswhite citizens.

Laws that helped black citizensaccess schools and books.

Laws that forced former slaves towork for free.

Hopeful

Helpless

Important

Thoughtful

Vital

Curious

Accidental

Unjust

White citizens were given bettertreatment than black citizens.

Many stores refused to serve blackcitizens because of the color oftheir skin.



Jim Crow laws remained in effect for 100 years beforethey were deemed illegal in the 1960’s. This removalended a long period of unjust treatment.

How does the author use evidenceto support his argument?

Which sentence from the text bestdescribes the author's attitude towardsJim Crow laws?

Millions of former slaves werefreed when the Civil War ended in1865.

There were different schools forblack and while children.

He tells a story of a family whostruggled.

He talks about the importance ofthe Civil War.

He gives examples of how Jim Crowlaws were unequal.

He describes how he found outthat Jim Crow laws were going tobecome illegal.

[Black citizens] even had to drinkfrom different water fountains.

Jim Crow laws remained in effectfor 100 years before they weredeemed illegal in the 1960's.

The laws made it so that blackcitizens were anything but equalwith white citizens.

Millions of former slaves werefreed when the Civil War ended in1865.


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Grade: 7.9

When the Civil War ended in 1865, millions of formerslaves were freed. While no longer forced to workwithout pay, these former slaves were not seen as equalcitizens throughout much of the southern United States.This was due to a racist set of laws known as Jim Crowlaws.

Jim Crow laws were laws that prevented black citizensfrom receiving access to the same resources andopportunities as white citizens. Fostering a society whereblack citizens were seen as “separate, but equal”, theselaws were anything but equal.

White citizens and black citizens sent their children todifferent schools. They used separate bathrooms and saton different sections of the bus and train. They even hadto drink from different water fountains.


White citizens were consistently given access to bettertreatment than black citizens. Schools for white childrenhad better books and classrooms than schools for blackchildren. Blacks were forced to sit in the back of the busand had to move from their seat if a white personwanted to sit down. Many restaurants and shops refusedto serve black citizens because of the color of their skin.



Using evidence from the text,explain how Jim Crow laws had anegative effect on the lives of AfricanAmericans.


Based on information in the text,how did former slaves most likely feelwhen Jim Crow laws were introduced?

Based on the evidence provided inthe text, which of the words below bestdescribes Jim Crow laws?

Which of the statements belowsupport the argument that Jim Crowlaws prevented equal treatment for allcitizens? Select all that apply.

How does the author use evidenceto support his argument?

Hopeful

Helpless

Important

Thoughtful

Vital

Curious

Unintentional

Unjust

White citizens were consistentlygiven access to better treatmentthan black citizens.

Many restaurants and shopsrefused to serve black citizensbecause of the color of their skin.

When the Civil War ended in 1865,millions of former slaves werefreed.

White citizens and black citizenssent their children to differentschools.



Jim Crow laws remained in effect for 100 years beforethey were removed in the 1960’s, ending a long period ofunfair treatment.

Which word below best describesthe author's attitude towards Jim Crowlaws?

He tells a story of a family whostruggled.

He talks about the importance ofthe Civil War.

He gives examples of how Jim Crowlaws were unequal.

He describes the day when JimCrow laws were deemed illegal.

Merciful

Understanding

Disheartened

Happy

ARTICLES:

BROWN v. BOARD

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Your students would also receive the reading comprehension questions without the answers marked.

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Brown v. Board of Education Discussion Questions

1. What were some forms of segregation that the author wrote about in the article? 2. What character traits were displayed by the group of parents who took the case to court? 3. What do you think it would be like to live in a segregated society? Why? 4. Why do you think access to equal education is so important in the fight for equal rights? 5. Do you agree with the author when he claims that it is impossible to have a segregated

society that is equal? Why or why not? 6. Do you think all students get an equal education in the U.S. today? Why or why not?


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Grade: 1.8

BackgroundThe U.S. has changed a lot. There were bad laws in the1950s. The South did not treat people fairly. They did notwant black people to have equal rights. Some stores didnot serve black people. Black people had differentbathrooms. They even went to different schools.

A restaurant with different doors for black and whitecustomers (1940)

A case in 1896 let states make white schools and blackschools. The only rule was that the schools must beequal. Many people did not like this. They wanted kids togo to the same schools. The law was not fair. It was notequal. White schools were much better. They had moremoney. They had better books. Black people in the Southdid not get a fair chance.

A group of boys at a high school for black students in1942

The CaseA group of parents did not like the law. Their kids walkedpast the white school each morning. Then they waitedfor a bus. The bus took them to the black school. Thisschool was not very good. The parents went to court.


Write a story about something inyour life that was not fair. Be sure toinclude details!

ReadingAnchor Skills: Explicit Information, AnalyzingConnections

What was the court case Brown v.Board of Education about?

How did the black students inKansas get to school?

Why did parents take the case tocourt?

What happened after the case wasover?

how much it cost to send a kid toschool

the best teachers wanted to quit

black and white kids could not goto the same school

putting new schools in big cities

They had to walk all the way toschool.

They had to pay a man to drivethem to school.

They walked past the white schoolto wait for a bus that drove them totheir school.

They had to get a ride from theirparents every day.

They did not want to drive theirkids to school.

They wanted their kids to go to agood school.

They wanted to make a lot ofmoney.

They wanted the white schools toget better.

All kids could go to the sameschool.

The cost of school went down.

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The first court said that the schools followed the law. Thecase in 1896 let them make these schools. The parentswould not give up. They went to the Supreme Court. Thiscourt makes the biggest choices in the U.S. The SupremeCourt said that the schools were not fair in 1954. Thecourt voted 9-0. All kids could go to the same school.

A class with black and white students after Brown v.Board of Education

The OutcomesMany areas were happy. Black and white kids went to thesame school soon after. Other areas were not happy.One state even called soldiers. They wanted to stop blackstudents from going to the white high school. Thepresident had to send U.S. soldiers. He made sure thestudents would go to the same school.

We need to give all kids a chance. They should all go to agreat school.

They shut down a lot of the goodschools.

Many good teachers left their jobs.


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Grade: 2.4

BackgroundA lot has changed in the U.S. since the 1950s. Manystates in the South did not treat people fairly back then.They did not want black people to have the same rightsas whites. Some stores did not serve black people. Theyhad to use different water fountains. They even went todifferent schools.

A restaurant with different doors for black and whiteguests (1940)

Many people did not like this. They wanted kids to go tothe same schools. A case in 1896 let states make whiteschools and black schools. The only rule was that theschools must be equal. The court did not see that wasunfair and unequal. They would in time. White schoolswere much better than black schools. They had moremoney. They had better books. Black people in the Southdid not get a fair chance.


The Case

WritingAnchor Skill: Narrative

Write a story about a time whensomething in your life was not fair.Explain what you did and what youlearned.


How were people treated unfairlyin the South during the 1950s? Chooseall that are true.

Choose two things that weredifferent between white schools andblack schools.

Who took the case to court?

Which state called soldiers to stopblack students from going to the whitehigh school?

What happened after the case wasover?

Some stores did not serve blackpeople.

Black and white people had to usedifferent water fountains.

Black and white children went todifferent schools.

Only people over the age of 40could buy a house.

White schools had more students.

White schools cost more to attend.

White schools had more money.

White schools had better books.

an angry student

a group of parents

a school teacher

the president

California

Kansas

Arkansas

Florida



A group of parents in Kansas was tired of the law. Theirkids walked past the white school in the morning. Theywaited for a bus that took them to the black school. Thisschool was not as good as the white school. The parentstook their case to court.

They first went to the state court in Kansas. The courtsaid that the state could have white schools and blackschools. They talked about the case in 1896. The parentswould not give in. They went to the Supreme Court. Thiscourt makes the biggest choices in the U.S. The SupremeCourt ruled that the school system was unfair in 1954.The court voted 9-0. This made it so that all kids could goto the same school.

A class with black and white students after Brown v.Board of Education

The OutcomesMany areas were happy with the ruling. They let blackand white children attend the same school. Other areasdid not. Arkansas called in soldiers. They wanted to stopblack students from going to the white high school. Thepresident of the U.S. had to send his own soldiers. Hemade sure the students could attend the school.

Children of all races go to the same schools today. Thatdoes not mean all problems are fixed. There are stillsome problems. We need to make sure that everystudent has a chance. That starts by letting every studentgo to a great school.

Black and white students went tothe same school.

All white schools were shut down.

All students had to pay money togo to school.

Only some students could go toschool.


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Grade: 3.5

BackgroundLife in the U.S. is very different than it was in the 1950s.Many southern states were segregated at that time.Some people tried to keep black and white peopleseparate from one another. Some stores would not serveblack customers. Bathrooms and water fountains wereseparated by race. Even schools were segregated. Blackchildren went to one school and white children went toanother.

A restaurant in North Carolina with different doors forblack and white customers (1940)

Many people wanted to put an end to segregatedschools. A Supreme Court case called Plessy v. Fergusontook place in 1896. This case gave states the right tomake different schools for white and black children. Theonly rule was that the schools must be equal. TheSupreme Court did not realize that separating childrenby race was unfair and unequal. Racist leaders wouldtake advantage of this law. They made white schools thatwere much better than the black schools. White schoolshad more money and better materials. Black children inthe South did not get the education they deserved. Agood education is often a key to success. The entire blackcommunity suffered from this law.

WritingAnchor Skills: Narrative, Writing Conventions

Write a story about a time whensomething in your life was not fair.Explain what you did and what youlearned.


Why were parents in Kansas tiredof segregated schools? Select all thatapply.

In what year did the SupremeCourt make a decision on Brown v.Board of Education?

Which of the following statementsabout segregated schools are true?Select all that apply.

The white school in theneighborhood was better than theschool their children attended.

The white school was closer to theirhouse than the school theirchildren attended.

They did not like the teachers at theschool their children attended.

They wanted all schools to besegregated, not only some schools.

1896

1951

1954

1965

White schools were generally betterthan black schools.

White schools had more moneyand better materials than blackschools.

White schools were always closer towhere black students lived.

Segregated schools gave allchildren an equal chance atsuccess.




The CaseA group of parents in Kansas was tired of segregatedschools. Their children walked right past the white schoolin the morning. They had to wait for a bus that took themto the black school. The school for black children was notas good. The parents decided to take their case to court.

The first step was to go to the state court in Kansas. Thecase was called Brown v. Board of Education. Brown wasthe last name of a parent in the group. The Board ofEducation was who the case was against. The courtdecided that the Board of Education was following thelaw. They cited Plessy v. Ferguson. The law in that casesaid that schools could be segregated. Brown and theother parents would not give in. They took their case tothe Supreme Court. The Supreme Court decided thatsegregated schools were unfair in 1954. The court voted9-0 and ended segregated schools in the U.S.

Black and white students in the same class shortly afterBrown v. Board of Education

The OutcomesMany areas accepted the ruling and moved forward.They allowed black and white children to attend thesame school. Other areas did not. The governor ofArkansas even called in soldiers to stop black studentsfrom going to a white high school. The president of theU.S. had to send soldiers to the state. He made sure theblack students could attend the school safely.

Why was the case called Brown v.Board of Education?

What did the governor of Arkansasdo after the Supreme Court made theirdecision?

What happened as a result ofBrown v. Board of Education? Select allthat apply.

A student named Mark Brown triedto go to a white school, but theBoard of Education would not lethim.

The Board of Education in a towncalled Brown, Kansas was beingsued.

All cases are assigned a particularcolor, and this case against theBoard of Education was assignedthe color brown.

A parent whose last name wasBrown was going against the Boardof Education for having differentschools for each race.

He decided to run for president sothat he could change the law.

He quit his job and left the country.

He went to the Supreme Court andargued with them about theirdecision.

He called in soldiers from the stateto stop black students from goingto the white high school.

White and black children couldattend the same schools.

Many people were happy, but somewere not happy and did not acceptthe law.

All children were treated well andwent on to become successful.

The country made a lot of moneyby selling their unused schools.


Children of all races go to school together today. Thatdoes not mean all problems are fixed. Racial issues arestill around in schools. We all need to ensure that everystudent gets an equal chance at success. That starts bygiving every child a great teacher and a great school.


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Grade: 4.5

BackgroundLife in the United States is very different than it was inthe 1950s. Many southern states were segregated at thattime. This discrimination tried to keep black and whiteAmericans separate from one another. Certain storeswould not allow black customers to enter. Publicrestrooms and water fountains were separated by race.Even schools were segregated at this time. Black childrenwent to one school and white children went to another.


School segregation was an issue that the blackcommunity would fight to end. A famous Supreme Courtcase called Plessy v. Ferguson took place in 1896. Thedecision in this case let states segregate schools by raceas long as the facilities were equal. The Supreme Courtdid not realize that separating children by race wasunfair and unequal. Racist leaders would take advantageof the court’s decision. They created white schools thatwere much better than the neighboring black schools.White schools received more funding and had betterresources. This prevented black children from receivingthe education they deserved. A good education is oftenthe foundation of success. Segregated schools held downthe entire black community.


Write a story about a time whenyou knew something was not fair andyou wanted to fix it. Include details andshare what you learned in the process.


What was the key issue related toBrown v. Board of Education?

Where did the case of Brown v.Board of Education begin?

What did the governor of Arkansasdo after the decision in Brown v. Boardof Education?

Which of the following eventshappened first?

lack of jobs

lack of teachers

cost of attending school

school segregation

Kansas

Arkansas

The Supreme Court

Florida

He called in soldiers to protect theblack students who would be goingto a new school.

He resigned and left the UnitedStates.

He called in soldiers to stop blackstudents from attending the whitehigh school.

He sent soldiers to the SupremeCourt to argue with the decision.

The parents took their case to theSupreme Court.

The Supreme Court voted 9-0 toend school segregation.

A group of parents took their caseto the state court in Kansas.



Students making model airplanes at a segregated highschool in 1942

The CaseA group of thirteen parents in Kansas was tired of schoolsegregation. Their children walked right past the whiteschool in the morning. Then they waited for a bus thatwould take them to the school for black children. Schoolsfor black children were not as good as schools for whitechildren. The group of parents decided to take the Boardof Education to court.

The first step was to bring the case to the state court inKansas. The case was called Brown v. Board ofEducation. Brown was the last name of one of theparents in the group. The Board of Education would notallow the children to attend the white schools. The courtvoted in favor of the Board of Education. They citedPlessy v. Ferguson as the reason schools could besegregated. Brown and the parents were not going togive in. They appealed and had their case heard in theSupreme Court. In 1954, the Supreme Court finallydetermined that segregated schools were unfair andunjust. The court voted 9-0 to end segregated schools inthe U.S.


The OutcomesMany areas accepted the ruling and moved forward.They allowed black and white children to attend thesame school. Other areas would not acknowledge theSupreme Court’s decision. The governor of Arkansaseven called in soldiers from the state to stop black

What happened as a result of theSupreme Court decision in Brown v.Board of Education?

What is the most likely reason thatthe group of parents took Brown v.Board of Education to the SupremeCourt?

The president sent U.S. soldiers toArkansas.

Black and white students couldattend the same schools across thenation.

No student would have to wait forthe bus to take them to school.

Black schools would receive thesame amount of money as whiteschools.

All states were forced to enactPlessy v. Ferguson and createseparate schools for black andwhite children.

They wanted to become famousand earn lots of money.

They wanted their children to get agood education and a fair chanceat success.

They did not want their children tospend such a long time getting toschool each morning.

They did not want their children totake a bus to school.


students from going to a white high school in his state.The president of the U.S. had to send soldiers to thearea. He made sure the students could attend the schoolsafely.

Schools remain desegregated today, but racial issues arestill prevalent in society and at schools. We need tocontinue the fight to ensure that all students get equalopportunities, regardless of their skin color or incomelevel.


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Grade: 7.3

BackgroundLife in the United States is very different today than itwas in the 1950s. Back then, many southern states weredominated by the practice of racial segregation. Thisform of discrimination intended to keep black and whiteAmericans separate from one another. Certain shopsand restaurants would not allow black customers toenter. Public restrooms and water fountains wereseparated by race. Even schools were segregated at thistime, with black children going to one school and whitechildren going to a different school.


School segregation became an issue that the AfricanAmerican community would fight to end. In 1896, therewas a Supreme Court case called Plessy v. Ferguson. Thiscourt case gave states the ability to segregate schools byrace as long as the facilities were equal. Unfortunately,the Supreme Court was unable to realize that separatingchildren by race was inherently unfair and unequal.Racist leaders would take advantage of the court’sdecision by creating white schools that were far superiorto the neighboring black schools. White schools receivedmore funding and had better resources. This preventedblack children from receiving the quality education theydeserved. Since a good education is so often thefoundation of success, segregated schools held down theentire African American community.


Write a story about a time whenyou knew something was not fair andyou wanted to change it. Include detailsand share what you learned in theprocess.


The court case Plessy v. Fergusongave states the right to do what?

What reasons most likely led to theparents filing a lawsuit against theBoard of Education? Select all thatapply.

Based on information in the text,which word best describes life inArkansas immediately following thedecision made in Brown v. Board ofEducation?

How did the decision in Plessy v.Ferguson affect the United States?Select all that apply.

use soldiers at schools

separate schools by race

file court cases against schools

take any case to the Supreme Court

their students walked right past aschool on the way to the bus stop

the parents did not like theteachers at their children's school

their children went to a school thatwas very expensive

the white school received morefunding and had better resources

relaxing

fascinating

tense

enjoyable

It caused people to start buildingmore schools.



Students making model airplanes at a segregated highschool in 1942

The CaseA group of thirteen parents in Topeka, Kansas was fed upwith school segregation. Their children walked right pastthe white school on their way to wait for a bus to theschool for black children. When they arrived at school,these children did not have the same resources or highquality instruction as the white school. These parentsdecided to fight the law and take the Board of Educationto court.

The first step in this process was to bring the case to thestate court in Kansas. The case would be called Brown v.Board of Education. Brown was the last name of one ofthe parents in the group. Despite compelling evidence,the court had to vote in favor of the Board of Education.They cited Plessy v. Ferguson as the reason schools couldbe segregated. Not willing to give in, Brown and theparents appealed and had their case heard in theSupreme Court. In a landmark case in 1954, the SupremeCourt determined that segregated schools had anadverse effect on black children. The justices voted 9-0 infavor of putting an end to segregated schools in the U.S.


The OutcomesMany areas, like Topeka, accepted the ruling and movedforward with desegregation. They began allowing blackand white children to attend the same school. Otherareas, however, were not willing to acknowledge theSupreme Court’s decision. In Arkansas, the governor

Why did walking past theneighborhood white school everymorning have such a large impact onthe students in Topeka?

How has the decision in Brown v.Board of Education changed the UnitedStates for the better?

It kept people of different racesseparate from one another.

It ensured that children of all raceswould be friends.

It prevented black Americans fromreceiving a high quality education.

They saw all of their friends playingon the playground.

They walked past a good schoolthat they could not attend eventhough it was right near theirhouses.

The students were always late forschool because the bus was notreliable.

Kids from the school would teasethem on their walk to the bus stop.

It allowed students of all races toattend the same school, ensuringthey had access to the sameresources.

It saved the states a lot of moneybecause they didn't have to pay asmany teachers.

It created a society where everychild was successful.

It ended racial tension andsegregation.


even called in soldiers from the state to prevent blackstudents from getting into Little Rock Central HighSchool. This required the president to send U.S. soldiersto the area so that the students could attend the schoolsafely.

Schools remain desegregated today, but racial issues arestill prevalent in society and at schools. We need tocontinue the fight to ensure that all students get equalopportunities, regardless of their skin color or incomelevel.

ARTICLES: CIVIL RIGHTS ACT OF 1964

Note: With a Front Row account, you would be able to assign articles so every

student automatically receives the article that is at his/her individual level. Your students would also receive the reading comprehension questions

without the answers marked.


Civil Rights Act of 1964 Discussion Questions

1. What was the Civil Rights Act of 1964?

2. What issues prompted the creation of the Civil Rights Act of 1964?

3. Why did Martin Luther King, Jr. refer to the Civil Rights Act of 1964 as a “second emancipation”?

4. Was the Civil Rights Act of 1964 enough to draw the Civil Rights Movement to a close?

Why or why not?

5. How is the Civil Rights Act of 1964 relevant in society today?

6. What does it mean for a nation to be free?


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Grade: 3.7

The Civil Rights Act of 1964 is an important law. It banneddiscrimination. This meant people could not judgepeople and treat them differently. Everyone would betreated the same no matter their race, color, religion,gender, and national origin. This was a huge deal. Itmade history in the United States. The effort took manyyears and leaders all around the country.

President Lyndon B. Johnson signs the Civil Rights Act of1964.

The Background of the Civil Rights ActThe Civil War ended in 1865. At this time, America wastrying to put itself back together. Three laws werepassed. These laws did three things. They ended slavery.They made former slaves legal citizens. Last, but notleast, they gave men of any race the right to vote. Theselaws were not always put into action. Life was still veryhard for African Americans in southern states.

Separation between blacks and whites existed in South.This was known as segregation. African Americans werebarred from many public places. This includedclassrooms, bathrooms, train cars, theaters, andrestaurants. These laws were known as “Jim Crow”segregation laws.

States also made it difficult for African Americans to vote.They created reading tests. These tests needed to bepassed in order to vote. People who used to be slaveswere not given a proper education. They struggled topass these tests. People also had to pay to vote. This wasanother way to keep many blacks from voting.

Groups like the Ku Klux Klan targeted African Americans.They used deadly violence against them. They burnedcrosses and bombed black schools. They also targetedwhite activists. They committed other crimes too. Theywanted to hold onto white power in the South.

The Civil Rights Movement

WritingAnchor Skills: Informative, Writing Conventions

How did the Civil Rights Act helptransform the society we live in today?What is still left to do?

ReadingAnchor Skills: Summarizing & Main Ideas,Analyzing Connections

What is the section titled "TheBackground of the Civil Rights Act"about?

What is the section titled "The CivilRights Movement" about?

Choose all of the sentences fromthe text show that black people weretreated unfairly in the U.S.?

What laws happened after the CivilWar ended? Select all that apply.

the Civil War

segregation

the Civil Rights Act

protests

the Civil War

President Kennedy

the Civil Rights Act

protests

African Americans were barredfrom many public places.

States also made it difficult forAfrican Americans to vote.

President Kennedy was killedbefore the Civil Rights Act waspassed.

In the 1930s, the state of Alabamaspent $37 on each white child. Atthe same time, it spent just $7 oneach black child.

Slavery was ended.

Jim Crow laws separated blacksfrom whites in public places.

It was easy for African Americans tovote.

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The Civil Rights MovementIn 1954, the Supreme Court claimed segregation lawswere wrong. This brought attention to the struggles ofAfrican Americans. People joined together. Theyencouraged the government to take action on civil rightsissues.

A Civil Rights Movement march in 1963.

The Civil Rights Movement included nonviolent protests.People broke laws peacefully. They brought attention tothe need for equality. The black community inMontgomery, Alabama boycotted public buses. They didthis together to demand equal treatment of black riders.Martin Luther King, Jr. became a civil rights leader. Hesupported nonviolence. King encouraged love over hate.

All around the country, blacks and many whitesdemanded equality for all.

The Civil Rights Act Gains SteamSadly, those fighting for equal rights were not listened toat first. They were met with police brutality. Police inBirmingham, Alabama harmed peaceful protestors. Theyused dogs, clubs, and high-pressure fire hoses. PresidentKennedy took action in 1963. He suggested the CivilRights Act. He said that the United States “will not be fullyfree until all of its citizens are free.”

President John F. Kennedy meets with civil rights leaders.

President Kennedy was killed before the Civil Rights Actwas passed. Lyndon B. Johnson took over as president.He continued the work. People tried to keep the CivilRights Act from passing. This did not work. It only slowedit down. In 1964, the Civil Rights Act was passed.

Accomplishments of the Civil Rights Act

What happened to the Civil RightsAct after President Kennedy was killed?

Which of the following causedsegregation throughout the UnitedStates?

Blacks and whites were treatedequally.

It was not passed.

It was passed before PresidentKennedy was killed.

Martin Luther King, Jr. took overand passed the bill.

President Lyndon B. Johnson tookover and passed the bill.

President Kennedy

Jim Crow laws

the Civil Rights Act of 1964

the Civil Rights Movement


Accomplishments of the Civil Rights ActThe Civil Rights Act of 1964 made segregation by race,national origin, or religion against the law. This was putinto action in public places. This included restaurants,hotels, courthouses, and parks. It was also important foremployers. They could not discriminate againstemployees based on race, religion, and national origin.

The law also began the desegregation of schools. At thetime, most black schools were in run-down buildings.They were denied basic resources like pencils and paperand had outdated books. In the 1930s, the state ofAlabama spent $37 on each white child. At the sametime, it spent just $7 on each black child.

The Civil Rights Act was a huge step forward. MartinLuther King Jr. called it a “second emancipation.” The firstemancipation, of course, was the end of slavery. The CivilRights Act opened the door in the future to equal rightsbased on gender, ability, and sexual orientation.


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Grade: 4.3

The Civil Rights Act of 1964 is a law that made history inthe United States of America. It banned discrimination byrace, color, religion, gender, and national origin. This wasa huge deal. The effort took many years and the work ofleaders all around the country.


The Background of the Civil Rights ActThe Civil War ended in 1865. At this time, America wastrying to put itself back together. Three laws werepassed. These three laws served to end slavery, makeformer slaves legal citizens, and give men of any race theright to vote. However, the laws were not always put intoaction. Many southern states passed laws that made lifedifficult for African Americans

Separation between blacks and whites existed in South.This was known as segregation. African Americans werebarred from classrooms, bathrooms, train cars, theaters,restaurants, and other public places. These laws wereknown as “Jim Crow” segregation laws.

States also made it difficult for African Americans to vote.They created reading tests that needed to be passed inorder to vote. People who used to be slaves were notgiven a proper education. They struggled to pass thesetests. People also had to pay poll taxes to vote. This wasanother way to keep many blacks from voting.

Groups like the Ku Klux Klan targeted African Americans.They used deadly violence against them. They burnedcrosses and bombed black schools. They also targetedwhite activists and committed other crimes. They wantedto hold onto white power in the South.





What is the main idea of thesection titled "The Background of theCivil Rights Act"?

What is the main idea of thesection titled "The Civil RightsMovement"?

Which sentences show that blackpeople have been treated unfairly inthe U.S.? Select all that apply.

Reading tests kept many blackpeople from voting.

Jim Crow laws led to the end ofslavery after the Civil War.

Jim Crow laws made the lives ofAfrican Americans extremelydifficult.

The Ku Klux Klan also targetedwhite people who supported equalrights for blacks.

Martin Luther King, Jr. was a civilrights leader.

The Civil Rights Movement involvednonviolent protests for equalitybetween races.

The Civil Rights Movement began"separate but equal" Jim CrowLaws.

Many people protested violently forequal rights between all racesduring the Civil Rights Movement.

African Americans were barredfrom classrooms, bathrooms, traincars, theaters, restaurants, andother public places.



In 1954, the Supreme Court claimed segregation lawswere wrong. This brought attention to the struggles ofAfrican Americans. Citizens joined together. Theyencouraged the government to take action on civil rightsissues.


The Civil Rights Movement included nonviolent protests.People broke laws peacefully. They wanted to bringattention to the need for equality. The black communityin Montgomery, Alabama boycotted public buses formore than a year. They did this together to demandequal treatment of black riders. Martin Luther King, Jr.became a civil rights leader. He supported nonviolence.King encouraged love over hate.

All around the country, blacks and many whitesdemanded equality for all.

The Civil Rights Act Gains SteamNonviolent protests of the Civil Rights Movementcontinued. Sadly, they were met with police brutality.Police in Birmingham, Alabama abused peacefulprotestors. They used dogs, clubs, and high-pressure firehoses. This caused President Kennedy to take action in1963. He suggested the Civil Rights Act. He said that theUnited States “will not be fully free until all of its citizensare free.”


President Kennedy was killed before the Civil Rights Actcould be passed. Lyndon B. Johnson took over aspresident. He continued the cause. The bill passed. Ittook some time though. There was an effort to block itspassing. This delayed it by 75 days.Accomplishments of the Civil Rights Act

How did President Lyndon B.Johnson influence the Civil Rights Act of1964?

How were blacks treated in theSouth before the Civil Rights Act?

Which event led President Kennedyto take action and propose the CivilRights Act?

States also made it difficult forAfrican Americans to vote.

Martin Luther King, Jr. supportednonviolence.

In the 1930s, the state of Alabamaspent $37 on each white child. Atthe same time, it spent just $7 oneach black child.

He suggested the Civil Rights Act.

He took over work on the CivilRights Act when President Kennedygave up.

He took over work on the CivilRights Act after President Kennedywas assassinated.

He was against the Civil Rights Act.

equally

violently

nonviolently

with love

the end of slavery

the end of the Civil War

police violence toward peacefulprotestors during the Civil RightsMovement

his support for segregation


Accomplishments of the Civil Rights ActThe Civil Rights Act of 1964 declared that segregationbased upon race, national origin, or religion was againstthe law. This was enforced in public places. This includedrestaurants, hotels, courthouses, and parks. It was alsoimportant for employers. They were forbidden fromdiscriminating against employees based on race, religion,and national origin.

The law was also important because it began thedesegregation of schools. At the time, most black schoolswere in run-down buildings. They were denied basicresources like pencils and paper and had outdatedbooks. In the 1930s, the state of Alabama spent $37 oneach white child. At the same time, it spent just $7 oneach black child.



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Grade: 5.6

The Civil Rights Act of 1964 is a law that made history inthe United States of America. It banned discrimination onthe basis of race, color, religion, sex, and national origin.This was a huge accomplishment. It took many years ofdevotion from civil rights leaders around the country.


The Background of the Civil Rights ActWhen the Civil War ended in 1865, America was trying torebuild itself as a nation. Three constitutionalamendments were passed during this time. These threeamendments served to abolish slavery, make formerslaves legal citizens, and give men of any race the right tovote. However, the amendments didn’t always translateinto action. Many southern states passed laws that madelife difficult for African Americans.

Southern states required strict separation betweenblacks and whites. This was known as segregation.African Americans were barred from classrooms,bathrooms, train cars, theaters, restaurants, and otherpublic places. These laws were known as “Jim Crow”segregation laws.

They also made it difficult for African Americans to vote.They created literacy tests that needed to be passed inorder to vote. Without being given a proper education,many former slaves struggled to pass these tests. Polltaxes also kept many blacks from voting.

Groups like the Ku Klux Klan targeted African Americans.They used aggressive and deadly violence against them.They burned crosses and bombed black schools. Theyalso targeted white activists and committed other crimes.All of this was in the effort to hold onto white power inthe South.





What is the main idea of thesection titled "The Background of theCivil Rights Act"?

What is the main idea of thesection titled "The Civil RightsMovement"?

Which sentences from the textsupports the idea that black peoplewere treated unfairly throughout thehistory of the United States? Select allthat apply.

Literacy tests kept many formerslaves from voting.

Jim Crow laws led to the end ofslavery after the Civil War.

Jim Crow laws made the lives ofAfrican Americans extremelydifficult.

The Ku Klux Klan also targetedwhite people who supported equalrights for blacks.

Martin Luther King, Jr. was a civilrights leader.

The Civil Rights Movement involvednonviolent protests for equalitybetween races.

The Civil Rights Movement began"separate but equal" Jim CrowLaws.

Many people protested violently forequal rights between all racesduring the Civil Rights Movement.



The Civil Rights MovementIn 1954, the U.S Supreme Court declared the “separatebut equal” Jim Crow laws wrong. These were the lawsthat had allowed discrimination of African Americans.This brought attention to the struggles of AfricanAmericans. Citizens joined together to encourage thegovernment to take a stronger stance on civil rightsissues.


The Civil Rights Movement began to gain momentum.People began to protest in nonviolent ways. Theydisobeyed laws in order to draw attention to the need forequality between all races. The black community inMontgomery, Alabama boycotted public buses for morethan a year. They did this together to demand equaltreatment of black passengers. Martin Luther King, Jr.quickly became a civil rights leader. He supportednonviolence and encouraged love over hate.

All around the country, blacks and many whitesdemanded equality for all. The Civil Rights Movementwas especially strong in the South, where segregationwas the worst.

The Civil Rights Act Gains SteamNonviolent protests of the Civil Rights Movementcontinued. Sadly, they were met with police brutality.Police in Birmingham, Alabama, for instance, abusedpeaceful protestors. They used dogs, clubs, and high-pressure fire hoses. This caused President Kennedy totake action in 1963. He proposed the Civil Rights Act. Heclaimed that the United States “will not be fully free untilall of its citizens are free.”

How did President Lyndon B.Johnson influence the Civil Rights Act of1964?

How were blacks treated in theSouth before the Civil Rights Act?

Which event led President Kennedyto take action and propose the CivilRights Act?

They created literacy tests thatneeded to be passed in order tovote. Without being given a propereducation, many former slavesstruggled to pass these tests.

In the 1930s, for example, the stateof Alabama spent $37 on eachwhite child. At the same time, itspent just $7 on each black child.

Martin Luther King, Jr. supportednonviolence and encouraged loveover hate.

African Americans were barredfrom classrooms, bathrooms, traincars, theaters, restaurants, andother public places.

He proposed the Civil Rights Act.

He took over work on the CivilRights Act when President Kennedygave up.

He took over work on the CivilRights Act after President Kennedywas assassinated.

He was against the Civil Rights Act.

equally

violently

nonviolently

with love

the end of slavery

the end of the Civil War

police abuse of peaceful protestorsduring the Civil Rights Movement

violent protests that began todestroy buses in Montgomery



President Kennedy was assassinated before the CivilRights Act could be passed. President Lyndon B. Johnsonthen continued the cause. The bill passed, although ittook some time. There was an effort to block its passingthat delayed it by 75 days.

Accomplishments of the Civil Rights ActThe Civil Rights Act of 1964 declared that segregationbased upon race, national origin, or religion was againstthe law. This was enforced in public places. This includedrestaurants, hotels, courthouses, and parks. It alsoapplied to employers. They were forbidden fromdiscriminating against employees based on race, religion,and national origin.

The law was also significant because it formally beganthe desegregation of schools. At the time, most blackschools were located in run-down buildings. They weredenied basic resources like pencils and paper and wereequipped with outdated books. In the 1930s, forexample, the state of Alabama spent $37 on each whitechild. At the same time, it spent just $7 on each blackchild.



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Grade: 9.2

The Civil Rights Act of 1964 is a monumental law thatmade history in the United States of America. It banneddiscrimination on the basis of race, color, religion, sex,and national origin. These accomplishments took manyyears of devotion from civil rights leaders around thecountry.


The Background of the Civil Rights ActWhen the Civil War ended in 1865 and America wastrying to rebuild itself as a nation, three constitutionalamendments were passed. These three amendmentsserved to abolish slavery, make former slaves legalcitizens, and give men of any race the right to vote.However, the amendments didn’t always translate intoaction. Many southern states responded by passingmotions that made life difficult for African Americans.

Southern states required strict separation betweenblacks and whites, known as segregation. AfricanAmericans were barred from classrooms, bathrooms,train cars, theaters, restaurants, and other public placesdue to these “Jim Crow” segregation laws at the state andlocal levels. They also used literacy tests and poll taxes toprevent blacks from voting.

Groups like the Ku Klux Klan targeted African Americansby using aggressive and deadly violence against them.They burned crosses, bombed black schools, targetedwhite activists, and committed other crimes in the effortto maintain white power in the South.

The Civil Rights MovementIn 1954, the U.S Supreme Court declared the “separatebut equal” Jim Crow laws wrong. These were the lawsthat had allowed states to support discrimination of




What is the central idea of the text?

How does the section "TheBackground of the Civil Rights Act"shape the central idea of the text?

Which detail from the text wouldbe most important to include in asummary?

The Civil War ended in 1865,leading to the emancipation ofslaves.

The Civil Rights Act was signed byPresident Lyndon B. Johnson.

The black community inMontgomery, Alabama boycottedpublic buses for more than a year.

The Civil Rights Act of 1964outlawed discrimination based on aperson's identity.

It explains when the Civil Rights Actwas signed.

It explains the struggles that led upto the Civil Rights Act.

It explains the causes of the CivilWar.

It explains many protests of theCivil Rights Movement.

The Civil War ended in 1865.

Literacy tests and poll taxesprevented black from voting.

Police brutality of peacefulprotestors led President Kennedyto propose the Civil Rights Act of1964.



African Americans. This drew a great deal of attention tothe struggles of African Americans. It inspired citizens tojoin together to encourage the federal government totake a stronger stance on civil rights issues.


The Civil Rights Movement began to gain momentum.Activists used nonviolent protest and civil disobediencetechniques to draw attention to the need for equalitybetween all races. The black community in Montgomery,Alabama boycotted public buses for more than a year todemonstrate unity and demand equal treatment of blackpassengers. Martin Luther King, Jr. quickly became a civilrights leader. He supported nonviolence and encouragedlove over hate.

All around the country, but especially in the South, blacksand many whites demanded equality for all.

The Civil Rights Act Gains SteamThe continued efforts within the Civil Rights Movementled to police brutality against the nonviolent protesters.Police in Birmingham, Alabama, for instance, abusedpeaceful protestors using dogs, clubs, and high-pressurefire hoses. These events caused President Kennedy totake action in 1963. He proposed a complete civil rightslegislation. He supported his decision by stating that theUnited States “will not be fully free until all of its citizensare free.”


President Kennedy was assassinated before hisproposed civil rights legislation could be passed.President Lyndon B. Johnson then continued the cause.

What technique does the authoruse to develop ideas in the text?

How does the author highlight thesuccesses of the Civil Rights Act of1964?

How would former PresidentKennedy likely react to other issues ofequal rights today, including genderand ability?

The Civil Rights Act of 1964 washeld up for over 75 days before itfinally passed.

cause & effect

prioritizing

point by point

by describing in depth the life ofMartin Luther King, Jr.

by describing in depth the life ofPresident Kennedy leading up tohis assassination

by describing in depth the influenceof the Civil Rights Act of 1964 onfuture issues of gender equality

by first describing in depth thestruggles that led up to the CivilRights Act

He would claim that racial equalityis the only equal rights issue ofimportance.

He would agree with theimportance of equal rights of allcitizens.

He would claim that equal rightsare not neccessary for the nation.

He would explain that all of theseissues were already addressed inthe Civil Rights Act of 1964.


The bill passed through the Congress after a 75-daydelay in an effort to block its passing.

Accomplishments of the Civil Rights ActThe Civil Rights Act of 1964 declared that segregationbased upon race, national origin, or religion was againstthe law. This was enforced in public places, includingrestaurants, hotels, courthouses, and parks. In addition,employers were forbidden from discriminating againstemployees based on race, religion, and national origin.

This legislation was also significant because it formallybegan the desegregation of schools. At the time, mostblack schools were located in run-down buildings, deniedbasic resources like pencils and paper, and equippedwith outdated books. In the 1930s, for example, the stateof Alabama spent $37 on each white child but only $7 oneach black child.

The ramifications of the Civil Rights Act were so farreaching that Martin Luther King Jr. called it a “secondemancipation.” What Martin Luther King Jr. did not live tosee, however, was how the Civil Rights Act opened thedoor in the future to equal rights based on gender,ability, and sexual orientation.


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Grade: 12.0

The Civil Rights Act of 1964 is a monumental piece oflegislation that banned discrimination on the basis ofrace, color, religion, sex, and national origin within theUnited States of America. These vast accomplishmentswere made possible after many years of devotion fromcivil rights leaders around the country.


The Background of the Civil Rights ActWhen the Civil War ended in 1865 and America wastrying to rebuild itself as a nation, three constitutionalamendments were passed to abolish slavery, makeformer slaves legal citizens, and give men of any race theright to vote. However, the amendments didn’t alwaystranslate into action, and many southern states passedmotions that made life difficult for African Americans.

In addition to using literacy tests and poll taxes toprevent blacks from voting, southern states also requiredstrict separation between blacks and whites, known assegregation. African Americans were barred fromclassrooms, bathrooms, train cars, theaters, restaurants,and other public places due to these “Jim Crow”segregation laws at the state and local levels.

Groups like the Ku Klux Klan also targeted AfricanAmericans by using aggressive and deadly violenceagainst them. They burned crosses, bombed blackschools, targeted white activists, and committed othercrimes in the effort to maintain white power in theSouth.

The Civil Rights MovementIn 1954, the U.S Supreme Court denounced the “separatebut equal” Jim Crow laws that had allowed states tosupport discrimination of African Americans. This drew a




Which of the following are centralideas of the text? Select all that apply.

How does the author develop theconcept of the Civil Rights Act in the lastparagraph?

Which detail from the text wouldbe most important to include in asummary?

The Civil War ended in 1865 andAmerica began trying to rebuilditself as a nation.

Jim Crow laws alloweddiscrimination between blacks andwhites.

The black community inMontgomery, Alabama boycottedpublic buses for more than a year.

The Civil Rights Act of 1964outlawed discrimination based on aperson's identity.

by focusing on implications of thelaw for racial discrimination

by alluding to implications of thelaw for people of othermarginalized identities

by explaining the failures of theCivil Rights Act of 1964

by showing how the Civil Rights Actled to the abolishment of slavery

Police brutality towards nonviolentprotestors for equal rights ledPresident Kennedy to propose civilrights legislation in 1963.

Literacy tests and poll taxesprevented blacks from voting.



great deal of attention to the struggles of AfricanAmericans and inspired citizens to join forces toencourage the federal government to take a strongerstance on civil rights issues.


The Civil Rights Movement gained momentum asactivists used nonviolent protest and civil disobediencetechniques to draw attention to the need for equalitybetween all races. The black community in Montgomery,Alabama boycotted public buses for more than a year todemonstrate unity and demand equal treatment of blackpassengers. Martin Luther King, Jr. quickly became a civilrights leader as he supported nonviolence andencouraged love over hate.

All around the country, but especially in the South whereconditions were worst, blacks and many whitesdemanded equality for all with increasing urgency.

The Civil Rights Act Gains SteamThe continued efforts within the Civil Rights Movementled to police brutality against the nonviolentdemonstrators. Police in Birmingham, Alabama, forinstance, suppressed peaceful protestors using dogs,clubs, and high-pressure fire hoses. These events causedPresident Kennedy to take action in 1963 by proposing acomprehensive civil rights legislation. He supported hisdecision by stating that the United States “will not be fullyfree until all of its citizens are free.”


President Kennedy was assassinated before hisproposed civil rights legislation could be passed, but hissuccessor, President Lyndon B. Johnson, continued the

How is the text structured toelaborate the ideas of the Civil RightsAct of 1964?

How does the author highlight thesuccesses of the Civil Rights Act of1964?

How would former PresidentKennedy likely react to future issues ofequal rights, including gender andability?

Martin Luther King, Jr. was a civilrights leader who supportednonviolence and encouraged loveover hate.

Slavery was abolished following theend of the Civil War in 1865.

cause & effect

prioritizing

point by point

by describing in depth the life ofMartin Luther King, Jr.

by explaining in depth the influenceof the Civil Rights Act of 1964 onfuture issues of equal rights

by describing in depth the changesbrought about following thepassage of the Civil Rights Act

by first describing in depth thestruggles that led up to the CivilRights Act

He would claim that racial equalityis the only equal rights issue ofimportance.

He would agree with theimportance of equal rights of allcitizens.

He would claim that equal rightsare not neccessary for the nation.

He would explain that all of theseissues were already addressed inthe Civil Rights Act of 1964.


cause. The bill passed through the Congress after a 75-day filibuster in an effort to block its passing.

Accomplishments of the Civil Rights ActThe Civil Rights Act of 1964 declared that segregationbased upon race, national origin, or religion was strictlybanned in all public places, including restaurants, hotels,courthouses, and parks. In addition, employers wereforbidden from discriminating against employees basedon race, religion, and national origin.

This legislation was also significant because it formallybegan the desegregation of schools. At the time, mostblack schools were located in run-down buildings, deniedbasic resources like pencils and paper, and equippedwith outdated or dilapidated books. In the 1930s, forexample, the state of Alabama spent $37 on each whitechild but only $7 on each black child.

The ramifications of the Civil Rights Act were so farreaching that Martin Luther King Jr. called it a “secondemancipation.” What Martin Luther King Jr. did not live tosee, however, was how the Civil Rights Act opened thedoor in the future to equal rights gender, ability, andsexual orientation.

ARTICLES: ROSA PARKS

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student automatically receives the article that is at his/her individual level. Your students would also receive the reading comprehension questions

without the answers marked.

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Rosa Parks Discussion Questions

1. What motivated Rosa Parks to refuse to give up her bus seat? 2. How did Rosa Parks’ actions contribute to the Civil Rights Movement? 3. What characteristics made Rosa Parks worthy of the title “The First Lady of Civil

Rights”? 4. If you were Rosa Parks, what would you have done when ordered to move to the back of

the bus? Why? 5. Were Rosa Park’s actions successful? Why or why not? 6. Do you think that activists like Rosa Parks are important in fighting injustices today?

Who are some leaders like her?


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Grade: 1.7

The color of your skin used to decide where you could siton a bus. It was the law. It kept black and white peopleapart. Many people wanted to change the laws becausethey were not right.

Taking A StandOne of those people was Rosa Parks. She was born in1913 in Alabama. She worked an important job. Shehelped African Americans. She helped women who werehurt by crime. Rosa fought for fairness.

It was 1955. Rosa would not give up her seat on the bus.She was supposed to sit in the back because she wasblack. The front was for white people. The bus driver toldher to give her seat to a white man. She did not. Thepolice took her away and made her pay a fine.

Rosa Parks after her arrest

A Larger MovementThis started a big movement. People wanted to showthat the buses were unfair. Leaders told people not toride the buses. The group did not ride the buses for along time. It was called a boycott. They wanted to take astand. People walked and shared cars to drive to work.They did this for 381 days. It ended on December 20,1956. Then everyone could sit where they wanted.

When people stopped riding the buses, everyone beganto talk about skin color. They found that many laws werenot fair. Rosa Parks was brave. She fought for her rights.She wanted to be equal to others. She wanted to be free.The laws changed soon after. Rosa could sit in any seatthat she wanted.


Write about a time whensomething was not fair. How did youfeel? What did you do?

ReadingAnchor Skills: Claims & Evidence, ExplicitInformation

What did many people stop doingafter Rosa Parks was taken off the busby police?

What did Rosa Parks do that wasbrave?

How long did people go withoutriding buses?

Choose 2 ways that people got towork when they stopped riding the bus.

driving cars

taking the bus

sitting in the front of the bus

going to work

She was born in Alabama.

She stood up for her rights and didnot give up her seat on the bus.

She drove a car to work.

She sold her home.

1 day

2 days

100 days

381 days

They walked to work.

They took other buses to work.

They stopped going to work.

They shared cars and drovetogether.

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Rosa Parks riding a bus after the boycott


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Grade: 2.3

There was a time when the color of your skin determinedwhere you could sit on the bus. This was calledsegregation. It was the law. It kept black and whitepeople separate. Many people wanted to change thelaws. They were unfair.

Taking A StandOne of those people was Rosa Parks. She was born in1913 in Tuskegee, Alabama. In 1943, she started workingat the NAACP. This is an important group that helpseveryone get equal rights. She helped black women whohad been victims of crime. Rosa fought for equality.

On December 1, 1955, Rosa would not give up her seaton the bus. There was a section for black Americans tosit in the back of the bus. The front seats were for whitepeople only. The bus driver ordered Rosa to go to theback of the bus. She refused. She was arrested and fined.


A Larger MovementRosa’s actions led to the Montgomery Bus Boycott. Thiswas a protest against the bus system. Leaders toldpeople not to ride the buses for a day. They wanted tomake a statement. The laws were unjust.

This started a new group with Martin Luther King, Jr. asthe leader. The group kept the boycott going for longer.Black Americans walked and drove together to work. Theboycott lasted 381 days. It ended on December 20, 1956.Anyone could sit where they wanted on the buses.

The boycott made people talk openly about skin colorand segregation. The laws were found to be unfair andwere removed. Rosa Parks is remembered for hercourage. She stood up for civil rights. Rosa helped start a


Rosa Parks was treated unfairlybecause of the color of her skin. Writeabout a time you were treated unfairly.How did you feel? What did you do?


Which choice explains thefollowing sentence? "Rosa became asymbol of freedom and equality."

How does the author help explainthat Rosa Parks was a brave woman?Select all that apply.

Why does the author write aboutRosa's work at the NAACP?

Rosa carried an American flag withher when she rode the bus.

Rosa fought for equal rights forblack Americans.

Rosa said that she liked sitting inthe back of the bus anyway.

Rosa joined in the bus boycott andwas finally free from riding the bus.

The author tells the reader thatRosa refused to give up her seat onthe bus.

The author tells the reader thatRosa sat in the first row of seats.

The author tells the reader thatRosa got arrested and fined whilefighting for her rights.

The author tells the reader thatRosa was from Alabama.

The author wants to show thatRosa had a fun job.

The author wants to show thatRosa was working to help AfricanAmericans before the issue on thebus.

The author wants to show thatRosa was too busy working to ridethe bus most days.



larger movement. She became a symbol of freedom andequality. Congress named her “The First Lady of CivilRights.”

Rosa Parks riding a desegregated bus after the boycott

Why did the MontgomeryImprovement Association keep the busboycott going for longer than one day?

According to the article, whoagreed with Rosa's actions on the bus?Choose all that are true.

What is one question you mightstill have after reading the text?

The author wants to show thatRosa began working at a veryyoung age.

They wanted to make a statementabout how unfair the laws were.

They knew that most people couldwalk to work.

They thought sharing cars wouldsave people money.

Only a few people stopped ridingthe bus on the first day.

the bus driver

the white passenger

Martin Luther King, Jr.

black Americans

Who decided to keep the busboycott going?

What did Rosa Parks do when shewas older?

Where were African Americanssupposed to sit on the bus?

How long did the Montgomery BusBoycott last?


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Grade: 3.4

Did you know that there was a time when the color ofyour skin determined what school you went to andwhere you could sit on the bus? This was calledsegregation. It was the law. It kept African Americansand white people separate. Many people fought tochange segregation laws, believing that they were unjust.

Taking A StandOne of those people was a woman named Rosa Parks.She was born on February 4, 1913 in Tuskegee, Alabama.In 1943, she started working as a secretary in theMontgomery chapter of the NAACP. This is an importantcivil rights organization. She helped African Americanwomen who had been victims of crime. Rosa fought forwhat she believed in.

On December 1, 1955, Rosa refused to give up her seaton the bus to a white passenger. In those days, AfricanAmericans had to sit in the back of the bus. The frontseats were for white passengers. The bus driver orderedRosa to go to the back of the bus. She refused. She wasarrested and fined.


A Larger MovementRosa’s actions led to the Montgomery Bus Boycott. It wasa protest against the bus system. Civil rights leadersorganized a one-day boycott. They encouraged peoplenot to ride the buses. They wanted to make a statementabout the unfairness of the segregation laws.

This led to the start of the Montgomery ImprovementAssociation. It was a group headed by Martin LutherKing, Jr. They decided to keep the boycott going for


Rosa Parks was treated unfairlybecause of the color of her skin. Recalla time you were treated unfairly. Howdid it make you feel and why?


What is the relationship betweenParagraph 4 and Paragraph 6?

How does the author help makethe point that Rosa Parks was a bravewoman? Select all that apply.

Paragraph 4 and Paragraph 6compare and contrast life beforeand after the Montgomery BusBoycott.

Paragraph 4 explains the causebehind the Montgomery BusBoycott, and Paragraph 6 explainsthe effects of the event.

Paragraph 4 describes whathappened on Day 1 of theMontgomery Bus Boycott, whileParagraph 6 explains whathappened after a month ofboycotting.

Paragraph 4 tells how theMontgomery Bus Boycott wasorganized, and Paragraph 6explains how it could have beenmore successful.

The author tells the reader thatRosa refused to give up her seat onthe bus to a white passenger.

The author tells the reader thatRosa sat in the seats meant forAfrican Americans.

The author tells the reader thatRosa was willing to be arrested inorder to fight for her rights.

The author tells the reader thatRosa was a secretary fromAlabama.



longer. African American people walked and carpooledto work. The boycott lasted for 381 days. It ended onDecember 20, 1956. The bus system was desegregated.

The boycott started a conversation about racialsegregation. The segregation laws were found to beunconstitutional in court. Rosa Parks is rememberedfor her courage. She stood up for what she believed in.Her actions helps start a larger movement. Rosa becamean important symbol of freedom and equality. Congressnamed her “The First Lady of Civil Rights.”


Which sentence explains how thebus boycott helped get rid of the bussegregation law?

Which sentence best explains whythe Montgomery ImprovementAssociation kept the bus boycott goingfor longer?

Which paragraph suggests that civilrights leaders agreed with Rosa'sactions on the bus?

Which quote from the text explainswhy segregation was unfair?

After Rosa Parks refused to give upher seat, people refused to followthe laws.

When Rosa Parks was releasedfrom prison, she had a court date.

Rosa Parks told a judge about herexperiences on the buses.

After the bus boycott, people beganto discuss if the laws were fair.

They wanted to make a statementabout the unfairness of thesegregation laws.

They realized that most peoplecould walk to work anyway.

They decided that carpooling wascheaper for everyone.

Not enough people stopped ridingthe buses after just one day.

Paragraph 2

Paragraph 3

Paragraph 4

Paragraph 5

Rosa’s actions led to theMontgomery Bus Boycott.

It kept African Americans and whitepeople separate.

African American people walkedand carpooled to work.

Congress named her “The FirstLady of Civil Rights.”


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Grade: 5.4

Did you know that there was a time in the United Stateswhen the color of your skin determined what school youwent to and where you could sit on the bus? This wascalled segregation, and it was considered the law. It keptAfrican Americans and white people separate. Manypeople fought to change segregation laws, believing thatthey were unjust.

Taking A StandOne of those people was a brave woman named RosaParks. She was born on February 4, 1913 in Tuskegee,Alabama. In 1943, she started working as a secretary inthe Montgomery chapter of the NAACP, an importantcivil rights organization. One of her jobs there was tohelp other African American women who had beenvictims of crime. It was in Rosa’s nature to fight for whatshe believed in.

On December 1, 1955, Rosa refused to give up her seaton the bus to a white passenger when the bus driver toldher to do so. In those days, African Americans had to sitin the back of the bus. The front seats were for whitepassengers. When the bus driver ordered Rosa to go tothe back of the bus, she refused. She was arrested andfined.


A Larger MovementRosa’s defiance led to the Montgomery Bus Boycott, apolitical and social protest against segregation on thebuses. Civil rights leaders and ministers organized a one-day boycott, encouraging people to refuse to ride thebuses. They wanted to make a statement about theunfairness of the segregation laws.


Rosa Parks was treated unfairlybecause of the color of her skin. Recalla time you were treated unfairly.Describe how you felt and what you didabout it.


Which of the following supportsthe argument that the MontgomeryBus Boycott was successful? Select allthat apply.

Which of the following sentencesprovide evidence that Rosa Parks was abrave woman? Select all that apply.

Which sentences support the claimthat Rosa Parks played an active role inthe fight for equal rights? Select all thatapply.

During the boycott, many AfricanAmerican people chose not to ridethe buses.

The boycott led to the formation ofa more formal group called theMontgomery ImprovementAssociation.

The boycott brought the subject ofracial segregation to the forefrontof American politics.

After the boycott, the lawsuitagainst the segregation lawsdetermined that they wereunconstitutional.

Rosa refused to give up her seat onthe bus to a white passenger.

Civil rights leaders and ministersorganized a one-day boycott,encouraging people to refuse toride the buses.

Rosa was willing to be arrested andfined while fighting for her rights.

Rosa was a secretary fromTuskegee, Alabama.



This led to the start of the Montgomery ImprovementAssociation, headed by Martin Luther King, Jr. Theydecided to keep the boycott going for longer. AfricanAmerican people bonded together to walk or carpool towork. The boycott lasted for 381 days, ending onDecember 20, 1956 when the bus system wasdesegregated.

The boycott brought the subject of racial segregation tothe forefront of American politics. A lawsuit filed againstthe segregation laws determined that they wereunconstitutional. Rosa Parks is remembered for hercourage and for standing up for what she believed in.Her brave actions sparked a larger demonstration in thefight for equal rights. She became an important symbolof freedom and equality. Congress named her “The FirstLady of Civil Rights.”


Which sentence BEST explains whythe Montgomery ImprovementAssociation kept the bus boycott goingfor longer?

Which paragraph suggests thatRosa's actions were supported by civilrights leaders?

Which quote from the text explainswhy segregation was unjust?

Rosa worked for the Montgomerychapter of the NAACP.

Rosa helped support AfricanAmerican women who had beenvictims of crime.

Rosa sat in the seats on the busthat were designated for "colored"people.

Rosa’s bravery on the bus led to theMontgomery Bus Boycott.

They wanted to make a statementabout the unfairness of thesegregation laws.

They realized that most peoplecould walk to work anyway.

They decided that carpooling wascheaper for everyone.

Not enough people stopped ridingthe buses after just one day.

Paragraph 2

Paragraph 3

Paragraph 4

Paragraph 5

Rosa’s defiance led to theMontgomery Bus Boycott, apolitical and social protest againstsegregation on the buses.

It kept African Americans and whitepeople separate.

African American people bondedtogether to walk or carpool towork.

Rosa Parks is remembered for hercourage and for standing up forcivil rights.


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Grade: 7.0

Did you know that there was a time in the United Stateswhen the color of your skin determined what school youwent to, what water fountain you drank from, and whereyou could sit on the bus? This was called segregation,and believe it or not, it was considered the law. It keptAfrican Americans and white people separate. Manypeople fought to change segregation laws, believing thatthey were unjust.

Taking A StandOne of those people was a brave woman named RosaParks. She was born on February 4, 1913 in Tuskegee,Alabama. In 1943, she started working as a secretary inthe Montgomery chapter of the NAACP, an importantcivil rights organization. One of her jobs there was tohelp other African American women who had beenvictims of crime. It was in Rosa’s nature to fight for whatshe believed in.

On December 1, 1955, Rosa refused to give up her seaton the bus to a white passenger when the bus driverdemanded she do so. In those days, African Americanpassengers had to sit in the back of the bus, leaving thefront seats for white passengers. When the bus driverordered Rosa, who was sitting in the first row designatedfor African Americans, to give up her seat, she refused.She was arrested and fined for her actions.


A Larger MovementRosa’s defiance led to the Montgomery Bus Boycott, apolitical and social protest against segregation on thebuses. Civil rights leaders and ministers organized a one-day boycott, encouraging people to refuse to ride thebuses. They wanted to make a statement about theunfairness of the segregation laws.


Rosa Parks endured unfairtreatment because of the color of herskin. Recall a time you were treatedunfairly. Describe how you felt andwhat you did about it.


Which of the following sentencessupports the claim that theMontgomery Bus Boycott wassuccessful? Select all that apply.

Which of the following sentencesprovide evidence that Rosa Parks was abrave woman? Select all that apply.

Which sentences support theargument that Rosa Parks dedicatedher life to fighting for equal rights?Select all that apply.

African American passengers hadto sit in the back of the bus, leavingthe front seats for whitepassengers.

The Montgomery Improvement wasa political and social protest againstsegregation on the buses.

The boycott brought the subject ofracial segregation to the forefrontof American politics.

After the boycott, the segregationlaws were deemedunconstitutional.“

Rosa refused to give up her seat onthe bus to a white passenger whendemanded she do so.

Rosa sat in the first row of seatsdesignated for African Americanpeople.

Rosa was willing to be arrested andfined while fighting for her rights.

Rosa fought to change segregationlaws because she believed theywere unfair.



This led to the formation of the MontgomeryImprovement Association, a group headed by anothercivil rights activist -- Martin Luther King, Jr. The groupdecided to keep the boycott going for longer. AfricanAmerican people bonded together to walk or carpool towork. The boycott lasted for 381 days, ending onDecember 20, 1956 when the bus system wasdesegregated.

The boycott brought the subject of racial segregation tothe forefront of American politics. A lawsuit filed againstthe segregation laws determined that they wereunconstitutional. Rosa Parks is remembered for hercourage and for standing up for what she believed in.Her brave actions sparked a larger demonstration in thefight for equal rights. She became an important symbolof freedom and equality, and Congress aptly named her“The First Lady of Civil Rights.”


According to the article, whatcircumstances led to the MontgomeryBus Boycott?

Which paragraph suggests thatRosa's actions were supported by civilrights leaders?

Which of the following sentencesexplain why segregation was unjust?Select all that apply.

Rosa worked for the Montgomerychapter of the NAACP.

Rosa helped make sure AfricanAmerican women who had beenvictims of crime had the supportthey needed.

Rosa sat in the first row of seatsdesignated for African Americanpeople.

Rosa Parks was born on February 4,1913 in Tuskegee, Alabama.

Many people in the United Statesbelieved that everyone should payequal bus fare, and they thoughtthat walking or carpooling to workwould change the rules.

African Americans were notallowed to ride the buses to work,and after Rosa Parks broke the law,civil rights leaders organized theevent.

Many people in the United Statesbelieved that segregation wasunfair, and Rosa's defiance on thebus led civil rights leaders toorganize the bus boycott to make astatement.

Many women that Rosa Parkshelped at the NAACP were victimsof crime on the public buses, soshe started the boycott againstriding the buses.

Paragraph 2

Paragraph 3

Paragraph 4

Paragraph 5

The color of your skin determinedwhat school you went to, whatwater fountain you drank from, andwhere you could sit on the bus.

Segregation kept African Americansand white people separate.

Segregation became a topic ofconversation in American politicsafter the Montgomery Bus Boycott.


African American passengers hadto sit in the back of the bus, leavingthe front seats for whitepassengers.

VIDEO ACTIVITY: THE GREENSBORO FOUR

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After discussing nonviolence and reading about Civil Rights sit-ins, students will watch a short video clip on the Greensboro Four. The video includes footage of members of the Greensboro Four reflecting on their actions. Guiding questions are included below and on an additional page for students to work on during or after the video clip or for use as a class discussion.

Guiding Questions

1. How would you describe the acts of the Greensboro Four?2. Why do you think the men keep going back to Woolworth’s lunch

counter?3. What made sit-ins difficult for those participating?4. Do you think the Woolworth’s sit-in was successful? Why?

• Print copies of the Guiding Questions (if you’d like students to answer them)

• A computer, Internet, and a projector to show the short clip• Access the Greensboro Four video clip online:

(https://www.youtube.com/watch?v=-Rmjt0kJF0A)

The Greensboro FourTeacher Guide


Materials/Preparation

The Greensboro Four

After watching the video on the Greensboro Four, answer the questions below:

How would you describe the Greensboro Four?

Why do you think the men kept going back to Woolworth’s lunch counter?

What made sit-ins difficult for people who participated?

Do you think the Woolworth’s sit-in was successful? Why or why not?


PRIMARY SOURCES: LETTER FROM BIRMINGHAM JAIL

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Students have just participated in the Project C Committee simulation in which they learned that Martin Luther King, Jr. was jailed for 8 days during the Birmingham Campaign. They also learned that during his time in jail, King penned his famous “Letter from Birmingham Jail” an essay directed towards several clergymen who criticized him for his actions. The letter conveys the urgency of the Civil Rights Movement. In this follow-up activity, students will take a closer look at the “Letter from Birmingham Jail” by breaking it into parts and analyzing it piece by piece. (Note: Some sections are left out of the activity.)

• Print “Letter from Birmingham Jail” excerpts (1 excerpt per group)• Print copies of Analysis Questions for students (1 per group)

• To whom is the letter addressed? Why is King writing to them?• What inferences can you make about the letter King received prior to

writing his Letter from Birmingham Jail?• According to the letter, what are King’s reasons for being in Birmingham?• What are King’s main arguments in his letter?• According to King, what are the 4 basic steps for a nonviolent campaign?

Do you think these steps were taken in Birmingham?• What was King’s reaction to the advice to “wait” for a better time to act?• What does this quote from excerpt #4 mean: “Shallow understanding

from people of good will is more frustrating than absolute misunderstanding from people of ill will. Lukewarm acceptance is much more bewildering than outright rejection.”?

• What do you think King hoped for in writing his letter?

Letter from Birmingham JailTeacher Guide



1. Introduce the activity and divide students into 5 groups. Explain to students that their group will only be receiving a portion of Martin Luther King, Jr.’s “Letter from Birmingham Jail”.

2. Pass out one excerpt per group. Give students time to read, annotate, and discuss their excerpt. Groups should work together to answer the Analysis Questions.

3. In order, have each group read their excerpt to the class and share the key insights they took from their analysis.

4. Facilitate a whole-class discussion around the following questions:


My Dear Fellow Clergymen,

While confined here in the Birmingham City Jail, I came across your recent statement calling our present activities “unwise and untimely.” Seldom, if ever, do I pause to answer criticism of my work and ideas … But since I feel that you are men of genuine good will and your criticisms are sincerely set forth, I would like to answer your statement in what I hope will be patient and reasonable terms.

I think I should give the reason for my being in Birmingham, since you have been influenced by the argument of “outsiders coming in.” I have the honor of serving as president of the Southern Christian Leadership Conference, an organization operating in every Southern state with headquarters in Atlanta, Georgia. We have some 85 affiliate organizations all across the South … Several months ago our local affiliate here in Birmingham invited us to be on call to engage in a nonviolent direct action program if such were deemed necessary. We readily consented, and when the hour came we lived up to our promises. So I am here, along with several members of my staff, because we were invited here. I am here because I have basic organizational ties here. Beyond this, I am in Birmingham because injustice is here. […]

Moreover, I am cognizant of the interrelatedness of all communities and states. I cannot sit idly by in Atlanta and not be concerned about what happens in Birmingham. Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly affects all indirectly. Never again can we afford to live with the narrow, provincial “outside agitator” idea. Anyone who lives inside the United States can never be considered an outsider.

You deplore the demonstrations that are presently taking place in Birmingham. But I am sorry that your statement did not express a similar concern for the conditions that brought the demonstrations into being. I am sure that each of you would want to go beyond the superficial social analyst who looks merely at effects and does not grapple with underlying causes. I would not hesitate to say that it is unfortunate that so-called demonstrations are taking place in Birmingham at this time, but I would say in more emphatic terms that it is even more unfortunate that the white power structure of this city left the Negro community with no other alternative.

1


Letter from Birmingham Jail

In any nonviolent campaign there are four basic steps: 1) collection of the facts to determine whether injustices are alive; 2) negotiation; 3) self-purification; and 4) direct action. We have gone through all of these steps in Birmingham … Birmingham is probably the most thoroughly segregated city in the United States. Its ugly record of police brutality is known in every section of the country. Its unjust treatment of Negroes in the courts is a notorious reality. There have been more unsolved bombings of Negro homes and churches in Birmingham than in any city in this nation. These are the hard, brutal, and unbelievable facts. On the basis of these conditions Negro leaders sought to negotiate with the city fathers. But the political leaders consistently refused to engage in good faith negotiation.

Then came the opportunity last September to talk with some of the leaders of the economic community. In these negotiating sessions certain promises were made by the merchants—such as the promise to remove the humiliating racial signs from the stores. On the basis of these promises Reverend Shuttlesworth and the leaders of the Alabama Christian Movement for Human Rights agreed to call a moratorium on any type of demonstrations. As the weeks and months unfolded we realized that we were the victims of a broken promise. The signs remained. As in so many experiences in the past, we were confronted with blasted hopes, and the dark shadow of a deep disappointment settled upon us. So we had no alternative except that of preparing for direct action, whereby we would present our very bodies as a means of laying our case before the conscience of the local and national community. We were not unmindful of the difficulties involved. So we decided to go through the process of self-purification. We started having workshops on nonviolence and repeatedly asked ourselves the questions, “are you able to accept the blows without retaliating?” “Are you able to endure the ordeals of jail?” […]

You may well ask, “Why direct action? Why sit-ins, marches, etc.? Isn’t negotiation a better path?” You are exactly right in your call for negotiation. Indeed, this is the purpose of direct action. Nonviolent direct action seeks to create such a crisis and establish such creative tension that a community that has constantly refused to negotiate is forced to confront the issue.

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[…] We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed. Frankly I have never yet engaged in a direct action movement that was “well timed,” according to the timetable of those who have not suffered unduly from the disease of segregation. For years now I have heard the word “Wait!” It rings in the ear of every Negro with a piercing familiarity. This “wait” has almost always meant “never.” It has been a tranquilizing Thalidomide, relieving the emotional stress for a moment, only to give birth to an ill-formed infant of frustration. We must come to see with the distinguished jurist of yesterday that “justice too long delayed is justice denied.” We have waited for more than 340 years for our constitutional and God-given rights. The nations of Asia and Africa are moving with jetlike speed toward the goal of political independence, and we still creep at horse and buggy pace toward the gaining of a cup of coffee at a lunch counter.

I guess it is easy for those who have never felt the stinging darts of segregation to say wait. But when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim; when you have seen hate-filled policemen curse, kick, brutalize, and even kill your black brothers and sisters with impunity; when you see the vast majority of your 20 million Negro brothers smothering in an airtight cage of poverty in the midst of an affluent society; when you suddenly find your tongue twisted and your speech stammering as you seek to explain to your six-year-old daughter why she can’t go to the public amusement park that has just been advertised on television, and see the tears welling up in her little eyes when she is told that Funtown is closed to colored children, and see the depressing clouds of inferiority begin to form in her little mental sky, and see her begin to distort her little personality by unconsciously developing a bitterness toward white people; when you have to concoct an answer for a five-year-old son who is asking in agonizing pathos: “Daddy, why do white people treat colored people so mean?” when you take a cross country drive and find it necessary to sleep night after night in the uncomfortable corners of your automobile because no motel will accept you; when you are humiliated day in and day out by nagging signs reading “white” men and “colored” when your first name becomes “nigger” and your middle name becomes “boy” (however old you are) and your last name becomes “John,” and when your wife and mother are never given the respected title of “Mrs.” when you are harried by day and haunted by night by the fact that you are a Negro, living constantly at tip-toe stance, never quite knowing what to expect next, and plagued with inner fears and outer resentments; when you are forever fighting a degenerating sense of “nobodiness”—then you will understand why we find it difficult to wait. There comes a time when the cup of endurance runs over, and men are no longer willing to be plunged into an abyss of injustice where they experience the bleakness of corroding despair. I hope, sirs, you can understand our legitimate and unavoidable impatience.

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I must make two honest confessions to you, my Christian and Jewish brothers. First, I must confess that over the last few years I have been gravely disappointed with the white moderate. I have almost reached the regrettable conclusion that the Negro’s great stumbling block in the stride toward freedom is not the White citizens’ “Councilor” or the Ku Klux Klanner, but the white moderate who is more devoted to “order” than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is the presence of justice; who constantly says “I agree with you in the goal you seek, but I can’t agree with your methods of direct action” who paternalistically feels that he can set the timetable for another man’s freedom; who lives by the myth of time and who constantly advises the Negro to wait until a “more convenient season.” Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. Lukewarm acceptance is much more bewildering than outright rejection.

[…] You spoke of our activity in Birmingham as extreme. At first I was rather disappointed that fellow clergymen would see my nonviolent efforts as those of an extremist. I started thinking about the fact that I stand in the middle of two opposing forces in the Negro community. One is a force of complacency made up of Negroes who, as a result of long years of oppression, have been so completely drained of self-respect and a sense of “somebodiness” that they have adjusted to segregation, and a few Negroes in the middle class who, because of a degree of academic and economic security, and at points they profit from segregation, have unconsciously become insensitive to the problems of the masses. The other force is one of bitterness and hatred and comes perilously close to advocating violence. It is expressed in the various black nationalist groups that are springing up over the nation, the largest and best known being Elijah Muhammad’s Muslim movement. This movement is nourished by the contemporary frustration over the continued existence of racial discrimination. It is made up of people who have lost faith in America, who have absolutely repudiated Christianity, and who have concluded that the white man in an incurable devil.

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[…] The Negro has many pent-up resentments and latent frustrations. He has to get them out. So let him march sometime; let him have his prayer pilgrimages to the city hall; understand why he must have sit-ins and freedom rides. If his repressed emotions do not come out in these nonviolent ways, they will come out in ominous expressions of violence. This is not a threat; it is a fact of history. So I have not said to my people, “Get rid of your discontent.” But I have tried to say that this normal and healthy discontent can be channeled through the creative outlet of nonviolent direct action.

[…] In spite of my shattered dreams of the past, I came to Birmingham with the hope that the white religious leadership in the community would see the justice of our cause and, with deep moral concern, serve as the channel through which our just grievances could get to the power structure. I had hoped that each of you would understand. But again I have been disappointed. I have heard numerous religious leaders of the South call upon their worshippers to comply with a desegregation decision because it is the law, but I have longed to hear white ministers say follow this decree because integration is morally right and the Negro is your brother. In the midst of blatant injustices inflicted upon the Negro, I have watched white churches stand on the sideline and merely mouth pious irrelevancies and sanctimonious trivialities. In the midst of a mighty struggle to rid our nation of racial and economic injustice, I have heard so many ministers say, “Those are social issues with which the Gospel has no real concern,” and I have watched so many churches commit themselves to a completely other-worldly religion which made a strange distinction between body and soul, the sacred and the secular.

[…] I hope this letter finds you strong in the faith. I also hope that circumstances will soon make it possible for me to meet each of you, not as an integrationist or a civil rights leader, but as a fellow clergyman and a Christian brother. Let us all hope that the dark clouds of racial prejudice will soon pass away and the deep fog of misunderstanding will be lifted from our fear-drenched communities and in some not too distant tomorrow the radiant stars of love and brotherhood will shine over our great nation with all of their scintillating beauty.

Yours for the cause of Peace and Brotherhood,M. L. King, Jr.

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Letter from Birmingham Jail: Analysis QuestionsAfter reading your excerpt of the Martin Luther King, Jr.’s “Letter from Birmingham Jail”, answer the following questions as a group:

What reasons does he give for his arguments?

What is King’s tone in this portion of the letter? How can you tell? Why do you think he uses this tone?

Which words, sententes, or sections of this excerpt stand out to you? Explain.

What are King’s main arguments in this portion of the letter?


PRIMARY SOURCES: POLICE REPORTS

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In this activity, students will conduct investigations into the cases of Rosa Parks and Claudette Clovin, two women whose actions helped lead to the Montgomery Bus Boycott. Students will engage with this activity prior to reading about Rosa Parks and the Montgomery Bus Boycott to spark their curiosity and get them thinking about what really happened in Alabama.


1. Prepare the case files prior to the activity. Print out all documents for each case file (documents are labeld in the top right), and place them each in a manila folder. Prepare as many as you’d like for your class. Staple the cover sheet (with the mission on it) on the front of all folders.

2. You may choose to give students files of both women, or divide the class into groups and have each group receive the file of one woman.

3. With the case files in hand, have students work together to discuss what they think really happened. You may wish to prompt them with questions such as:

4. Once students have had an opportunity to discuss, have students fill out the Crime Report. If students were only working with one case file, rearrange the groups so that students who examined Colvin’s case are working with students who examined Parks’ case.

5. Bring the class together to go over the questions.

• Print out the reports and place each woman’s report in a separate manila folder (print out as many copies as appropriate for your class!).

• Print copies of the Crime Report for students

• What are you looking at?• What crime does the police report say was committed?• What information might the police report be leaving out?• What happened to the person arrested?

Police Reports: Parks and ColvinTeacher Guide



Your mission, should you choose to accept it:

Enclosed you will find the police reports for one of two women: one Rosa Parks and one Claudette Colvin.

Both have been charged with a crime.

Your task:

Understand what crime they are accused of and whether or not they are guilty. Provide a report for the President of the United States, Dwight D. Eisenhower to present your findings.

Good luck.

Signed,

Dwight D. EisenhowerUnited States President

December 10, 1955


What crime was Rosa Parks accused of?

CRIME REPORT

What crime was Claudette Colvin accused of?

How were the crimes different?

How were the crimes similar?

Why do you think the leaders of the Civil Rights Movment waited until after Rosa Parks was arrested to start the Montgomery Bus Boycott?

What should be done about these crimes?



Rosa


Claudette

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