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Curriculum Guide: the President's Travels
Curriculum Guide: The President’s Travels Unit 2 of 19: Life in Plains, Georgia 441 Freedom Parkway, Atlanta, GA, 30312 | 404-865-7100 | www.jimmycarterlibrary.gov Life in Plains Kindergarten GPS: SSKH3: Correctly use words and phrases related to chronology and time to explain how things change. Second Grade GPS: SS2H1a: Identify contributions made by Jimmy Carter (leadership and human rights) and Dr. Martin The Man from Plains Luther King, Jr. (civil rights). President Jimmy Carter was born in Plains, Georgia, in 1924. A few SS2H2b: Describe how the everyday life of this historical years later, President Carter’s family moved from Plains to the figure is similar to and different nearby rural community of Archery. The Carter family farmed, and from everyday life in the present. leased some of its land to African-American sharecroppers. Because SS2G2: Describe the cultural and President Carter’s mother was often busy as a nurse, and his father geographic systems associated worked long hours in the fields, young President Carter spent much with the historical figures in of his time with his African-American neighbors. SS2H1. SS2CG2a,b: Identify the roles of President Carter cites these early experiences in Archery as pivotal the following elected officials – in his development as a person and as a leader. He also cherishes his President and Governor. eleven years of education at Plains High School (Grades 1-11), even quoting his teacher and principal, Miss Julia Coleman, in his Third Grade Inaugural Address. GPS: After graduating from Plains High School, President Carter attended Georgia Southwestern College, the Georgia Institute of Technology, and graduated from the United States Naval Academy SS3H2a: Discuss the lives of in Annapolis, Maryland. -
Westward Expansion and Indian Removal
Unit 8/9: Post WWII & Civil Rights SS8H10 & SS8H11 Griffith-GA Studies Unit Focus This unit (Unit 8) will evaluate the impact of various individuals, groups, and institutions which significantly influenced social and economic growth in Georgia after World War II. Students will learn how the post World War II movement/migration of people and ideas affected Georgia’s citizens. Student will analyze the consequences of technological innovation not only on Georgia society, but also on the nation and world. Finally, students will also come to understand that location affects a society’s economy and it’s place in world trade. Griffith-GA Studies THE BIG IDEA (Unit 8) SS8H10: The student will evaluate key post-World War II developments of Georgia from 1945 to 1970 Evaluate- to make a judgment as to the worth or value of something; judge, assess Griffith-GA Studies SS8H10a SS8H10a: Analyze the impact of the transformation of agriculture on Georgia's growth Analyze: to divide a complex idea into parts or elements: dissect, break down Griffith-GA Studies Transformation of Agriculture G.S. SS810a Farming underwent major changes in the time period following WWII 1. New farming techniques pesticides, fertilizer, crop rotation etc. 2. Mechanization: tractors and other motorized implements As a result, farming became more efficient… less farmers, bigger farms. Boll weevil, industrialization, AAA, and the transformation of agriculture all led to a population shift from rural to urban areas. Griffith-GA Studies Transformation of Agriculture Griffith-GA Studies New Fibers SS8H10a Synthetic fibers such as polyester replaced cotton Less cotton needed means less cotton farmers needed Griffith-GA Studies The G.I. -
Grassroots Impacts on the Civil Rights Movement
Claremont Colleges Scholarship @ Claremont CGU Theses & Dissertations CGU Student Scholarship Summer 2018 Grassroots Impacts on the Civil Rights Movement: Christian Women Leaders’ Contributions to the Paradigm Shift in the Tactics of the Southern Christian Leadership Conference and Its Affiliates Wook Jong Lee Follow this and additional works at: https://scholarship.claremont.edu/cgu_etd Part of the History of Christianity Commons Recommended Citation Lee, Wook Jong. (2018). Grassroots Impacts on the Civil Rights Movement: Christian Women Leaders’ Contributions to the Paradigm Shift in the Tactics of the Southern Christian Leadership Conference and Its Affiliates. CGU Theses & Dissertations, 149. https://scholarship.claremont.edu/cgu_etd/149. doi: 10.5642/cguetd/149 This Open Access Dissertation is brought to you for free and open access by the CGU Student Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in CGU Theses & Dissertations by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. Grassroots Impacts on the Civil Rights Movement: Christian Women Leaders’ Contributions to the Paradigm Shift in the Tactics of the Southern Christian Leadership Conference and Its Affiliates By Wook Jong Lee Claremont Graduate University 2018 © Copyright Wook Jong Lee, 2018 All Rights Reserved ProQuest Number:10844448 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. ProQuest 10844448 Published by ProQuest LLC ( 2018). -
John F. Kennedy and His Role in the Civil Rights Movement Master’S Diploma Thesis
Masaryk University Faculty of Arts Department of English and American Studies EnglishLanguageandLiterature MichaelaLupačová John F. Kennedy and His Role in the Civil Rights Movement Master’s Diploma Thesis Supervisor:doc.PhDr.TomášPospíšil,Dr. 2008 I declare that I have worked on this thesis independently, using only the sources listed in the bibliography. …………………………………………… 2 I would like to thank my supervisor, doc. PhDr. Tomáš Pospíšil, Dr. for his help and guidance throughout my work. 3 Contents INTRODUCTION ___________________________________________________________ 6 1 PART I: INTRODUCTION TO THE TOPIC _________________________________ 8 1.1 AFRICAN AMERICANS IN THE USA _________________________________________ 8 1.2 THE CIVIL RIGHTS MOVEMENT __________________________________________ 10 1.3 JOHN FITZGERALD KENNEDY ____________________________________________ 11 1.3.1 FAMILY BACKGROUND _________________________________________________ 12 2 PART II: EARLY POLITICAL CAREER __________________________________ 14 2.1 CAMPAIGN FOR CONGRESS ______________________________________________ 14 2.2 YEARS IN CONGRESS ___________________________________________________ 16 2.3 CAMPAIGN FOR SENATE ________________________________________________ 17 2.4 YEARS IN THE SENATE (1953 – 1960) ______________________________________ 20 2.4.1 BROWN V . BOARD OF EDUCATION ________________________________________ 21 2.4.2 SITUATION IN THE DEMOCRATIC PARTY ___________________________________ 22 2.4.3 THE CIVIL RIGHTS ACT OF 1957 __________________________________________ -
John Lewis, "Speech at the March on Washington" (28 August 1963)
Voices of Democracy 5 (2010): 18‐36 Pauley 18 JOHN LEWIS, "SPEECH AT THE MARCH ON WASHINGTON" (28 AUGUST 1963) Garth E. Pauley Calvin College Abstract: John Lewis delivered a fiery speech at the March on Washington that attracted nearly as much attention as Martin Luther King, Jr.'s famous "I Have a Dream" oration. Although he had been forced to "tone down" his speech, Lewis still delivered a rousing message that effectively captured the militant spirit among many civil rights workers in the summer of 1963. Key Words: John Lewis; March on Washington; civil rights movement; Student Nonviolent Coordinating Committee. On August 28, 1963, more than 250,000 people participated in the largest and most remembered civil rights demonstration in the United States‐‐the March on Washington for Jobs and Freedom. The speeches delivered by representatives of the ten civil rights, religious, and labor organizations that sponsored the March were the focal point of the event, with Martin Luther King Jr.'s famous "I Have a Dream" oration becoming one of the most celebrated speeches in American history, pushing the others to the margins of our historical memory. While civil rights leader John Lewis's fiery address at the March did not approach King's in terms of eloquence, his speech is notable for its militancy, attracting nearly as much attention in its time. Even though Lewis was forced by other speakers at the March to "tone down" his rhetoric, he still delivered a powerful indictment of racial injustice and the politicians' failure to address the nation's chronic civil rights problems. -
Turning the Tide in the Civil Rights Revolution: Elbert Tuttle and the Desegregation of the University of Georgia
Michigan Journal of Race and Law Volume 5 1999 Turning the Tide in the Civil Rights Revolution: Elbert Tuttle and the Desegregation of the University of Georgia Anne S. Emanuel Georgia State University College of Law Follow this and additional works at: https://repository.law.umich.edu/mjrl Part of the Civil Rights and Discrimination Commons, Education Law Commons, Law and Race Commons, and the Legal Biography Commons Recommended Citation Anne S. Emanuel, Turning the Tide in the Civil Rights Revolution: Elbert Tuttle and the Desegregation of the University of Georgia, 5 MICH. J. RACE & L. 1 (1999). Available at: https://repository.law.umich.edu/mjrl/vol5/iss1/1 This Article is brought to you for free and open access by the Journals at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Journal of Race and Law by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. TURNING THE TIDE IN THE CIVIL RIGHTS REVOLUTION: ELBERT TUTTLE AND THE DESEGREGATION OF THE UNIVERSITY OF GEORGIA Anne S. Emanuel* Truth is sometimes stranger than fiction. So it was in 1960 when Elbert Tuttle became the Chief Judge of the United States Court of Appeals for the Fifth Circuit, the federal appellate court with jurisdiction over most of the Deep South. Part of the genius of the Republic lies in the carefully calibrated structure of the federal courts of appeal. One assumption underlying the structure is that judges from a particular state might bear an allegiance to the interests of that state, which would be reflected in their opinions. -
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~~~OA OeMAI O01 elm t4 qBuo4r <J-NIThD STATES GOVERN 'NT ,iii,~ Merandun TO :Mr Be DATE: 12/18/61 1avel Trotter Tele. Room norad FROM : A. g 9 Gandy SUBJECT: RACI SITUATION ALBANY, GEORGIA 1is1 'I RACIAL MATTERS D-T --1 a- SYNOPSIS Purpose of memo is to summarize racial events at Albany, Georgia, Nine members of the Student Nonviolent Coordinating Committee tested facilities of the Central of Georgia Railroad Station, Albany, Georgia, 12/10/61, Eleven persons arrested outside station immediately thereafter by Albany Police Department for disorderly conduct, obstructing traffic and failure to obey officer, Placed under $200 bond each. -.4 Approximately 171 Negro adults and 96 juveniles arrested Albany, Georgia, 12/12/61 for obstructing sidewalk and disorderly conduct, Seventy-five Negroes demonstrated 12/13/61 in front of Recorder's Court, Albany. They were asked to disperse by Mayor Asa Kelley. One Negro leader, Slater King, charged with contempt of court. Due to arrest of Slater King a large group of Negroes 'demonstrated evening of 12/13/61 and approximately 120 arrested. SAC Weeks of Atlanta and twelve Agents proceeded to ... iAlbany to join two Resident Agents. Thirty to forty demonstrators who appeared at bus station restaurant, Albany, 12/14/61, talked to by police and released. REC30 -I Weportadly called Aitorney General or someone in Departi plaining Jail. of jail conditions at Baker County 13 1 .. I t7q Georgia State Patrol has assigned 20 o . Albany and National Guard was alerted. On 12/14/61 eleve originally arrested bou over to State Superior Co -on ch a -of unlawful assembly and conspiracy. -
Martin Luther King, Jr. Student-Driven Inquiry for Eighth Grade Through High School
Late 20th Century Georgia Leaders Series Student-Driven Inquiry Question Formulation Technique (QFT) + Teaching with Primary Sources Mashup Steps: Observe → Question (QFT) → Reflect → Corroborate → Research → Reflect _________________________________________________________________________________ 8th-HS (suitable for small group/pair/individual work) SS8H11 Evaluate the role of Georgia in the modern civil rights movement. • Describe the role of individuals (Martin Luther King, Jr. and John Lewis), groups (SNCC and SCLC) and events (Albany Movement and March on Washington) in the Civil Rights Movement. Observe: 1-2 min observation period to look at primary source and review source information. Photograph of President Lyndon Johnson Signs the Voting Rights Act as Martin Luther King, Jr., with Other Civil Rights Leaders in the Capitol Rotunda, Washington, DC; 8/6/1965; Lyndon Baines Johnson Library, Austin, TX. https://www.docsteach.org/documents/document/lbj-signs-voting-rights-act Question: Students produce questions, following the four rules of the QFT strategy, and numbering each question. (individual, small group, or whole group activity) 1. Ask as many questions as you can. 2. Do not stop to discuss, judge, or answer the questions. 3. Students record every question exactly as stated. 4. Change any statement into a question. Students improve questions: • Categorize as open or closed. • Change one open question to closed and one closed question to open. Students prioritize questions by choosing their top three: • Discuss with students why they chose the top three. Reflect: Take a few minutes to review student work so far. Students share and discuss: • Review the source information (author/creator, title, publisher, date, location, etc.) with students and attempt to answer any of their questions based on that information. -
1961: the Freedom Riders Fifty Years Ago, 13 People Began a Journey Through the Deep South—And Forever Changed the Nation by Merrill Perlman
1961: The Freedom Riders Fifty years ago, 13 people began a journey through the Deep South—and forever changed the nation By Merrill Perlman On May 4, 1961, 13 people bound for New Orleans boarded two public buses in Washington, D.C. Calling themselves the Freedom Riders, the interracial group—southern and northern men and women, many of them in their 20s—sought to test federal laws intended to help desegregate the Deep South. For the next few weeks, the Freedom Riders traveled from one southern city to the next, trying to integrate "whites only" waiting rooms and lunch counters—and enduring arrests, beatings, and fire bombings along the way. By the time they headed home, some with black eyes and broken bones, the attention they had brought to just how widespread segregation still was in the South had energized the civil rights movement. And their actions culminated in landmark civil rights laws a few years later. The Freedom Rides were "a key step in a whole chain of events that led to the Civil Rights Act and the Voting Rights Bill," says Brian Daugherity, who teaches history at Virginia Commonwealth University. They were "a motivating influence on a whole generation of young people." In 1961, almost a century after the Civil War, segregation was still a way of life in the South. Changes had come steadily, but slowly: President Harry S. Truman integrated the armed forces after World War II, in 1948. And in the 1954 landmark case Brown v. Board of Education, the Supreme Court ruled that "separate but equal" schools for blacks and whites were inherently unequal and unconstitutional. -
John Lewis Student-Driven Inquiry for Eighth Grade Through High School
Late 20th Century Georgia Leaders Series Student-Driven Inquiry Question Formulation Technique (QFT) + Teaching with Primary Sources Mashup Steps: Observe → Question (QFT) → Reflect → Corroborate → Research → Reflect _________________________________________________________________________________ 8th-HS (suitable for small group/pair/individual work) SS8H11 Evaluate the role of Georgia in the modern civil rights movement. • Describe the role of individuals (Martin Luther King, Jr. and John Lewis), groups (SNCC and SCLC) and events (Albany Movement and March on Washington) in the Civil Rights Movement. Observe: 1-2 min observation period to look at primary source and review source information. Mississippi State Sovereignty Commission, Mississippi State Sovereignty Commission Photograph," April 7, 1964, SCRID# 99-36-0-49-1-1-1, Series 2515: Mississippi State Sovereignty Commission Records, 1994- 2006, Mississippi Department of Archives and History, April 20, 2006, https://da.mdah.ms.gov/sovcom/photo.php?display=item&oid=86 Question: Students produce questions, following the four rules of the QFT strategy, and numbering each question. (individual, small group, or whole group activity) 1. Ask as many questions as you can. 2. Do not stop to discuss, judge, or answer the questions. 3. Students record every question exactly as stated. 4. Change any statement into a question. Students improve questions: • Categorize as open or closed. • Change one open question to closed and one closed question to open. Students prioritize questions by choosing their top three: • Discuss with students why they chose the top three. Reflect: Take a few minutes to review student work so far. Students share and discuss: • Review the source information (author/creator, title, publisher, date, location, etc.) with students and attempt to answer any of their questions based on that information. -
FREE at LAST: the U.S. CIVIL RIGHTS MOVEMENT 3 an 1823 Drawing Depicts Slaves Cutting Sugar Cane on the Caribbean Cultivate Sugar
FREEAT LAST THE U.S. CIVIL RIGHTS MOVEMENT FREEAT LASTTHE U.S. CIVIL RIGHTS MOVEMENT “I Have A Dream”: The August, 1963 March on Washington for Jobs and Freedom was the largest political demonstration the nation had ever seen. Crowds gathered before the Lincoln Memorial and around the Washington Monument reflection pool heard Dr. Martin Luther King Jr. offer perhaps the finest oration ever delivered by an American. CONTENTS — 1 — Slavery Spreads to America 3 A Global Phenomenon Transplanted to America Slavery Takes Hold Slave Life and Institutions Family Bonds SPOTLIGHT: The Genius of the Black Church — 2 — “Three-Fifths of Other Persons:” A Promise Deferred 8 A Land of Liberty? The Pen of Frederick Douglass The Underground Railroad By the Sword The Rebellious John Brown The American Civil War SPOTLIGHT: Black Soldiers in the Civil War — 3 — “Separate but Equal:” African Americans Respond to the Failure of Reconstruction 18 Congressional Reconstruction Temporary Gains … and Reverses The Advent of “Jim Crow” Booker T. Washington: The Quest for Economic Independence W.E.B. Du Bois: The Push for Political Agitation SPOTLIGHT: Marcus Garvey: Another Path — 4 — Charles Hamilton Houston and Thurgood Marshall Launch the Legal Challenge to Segregation 26 Charles Hamilton Houston: The Man Who Killed Jim Crow Thurgood Marshall: Mr. Civil Rights The Brown Decision SPOTLIGHT: Ralph Johnson Bunche: Scholar and Statesman SPOTLIGHT: Jackie Robinson: Breaking the Color Barrier — 5 — “We Have a Movement” 35 “Tired of Giving In:” The Montgomery Bus Boycott -
SNCC: Report on Spring Conference, April 27-29, 1962
Student Nonviolen--t Coord in at in 9 Committee 197Y2 Auburn Avenue, N.E. Atla nta 3, Georgia MUrray 8-0331 May 14, 1962 Dear Friends, Enclosed you will find the report of the Spring Conference of SNCC, held a few weeks ago~ together with a cop,y of the revised constitution and the address list of participants. The Conference was an important step forward in the development of SNCC . We must now move forward to implement the decisions· made there. Of first importance is a meeting of the Coordinating Committee, as provided for in the new constitution. We have decided to hold the first · meeting of the Coordinating Committee ~ ~ Atlanta on June !. !~ g_, beginning on the evening of June 1st. According to the new constitution., the Coordinating Committee shall con sist of a representative from each local protest group that wishes to affiliate with SNCC, together with advisors and observers from the active civil :bights ~d -civil liberties groups. This is the Committee which shall set general policy and program for SNCC and which determines the EKecutive Committee which will exercise direction over the activity of the staff. ~ . first meeting ~ ~ ~ extremely important ~ : every active ~ group should ~ represented. A local group will be expected to cover the . costs of its representative; we will try to provide free or low cost housing. The conference also decided that each local protest group should have a News Coordinator who will be responsible for sending and receiving news of the activity of the protest movement. Enclosed is a "News Report Form 11 which you or your News Coordinator may wish .to use to keep us informed of news for inclusion in ~ Student ~ and for requests for help.