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A Case Study of the Broadway Neighborhood by Jane Hedeen, Michael Hutchison, and Brenda Kreiger

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A Case Study of the Broadway Neighborhood by Jane Hedeen, Michael Hutchison, and Brenda Kreiger CURRICULUM GUIDE The Issue of Race in 1968 A Case Study of the Broadway Neighborhood by Jane Hedeen, Michael Hutchison, and Brenda Kreiger for the Indiana Historical Society Indiana Experience You Are There 1968 Robert F. Kennedy Speaks This is a publication of the Indiana Historical Society Eugene and Marilyn Glick Indiana History Center 450 West Ohio Street Indianapolis, IN 46202-3269 USA Teacher Resource available online: http://www.indianahistory.org Cover Image: “Robert F. Kennedy Announcing Martin Luther King’s Death” (Indiana Historicl Society, Digital Image Collections, Item ID: P0303_P_BOX79_FOLDER17_B_KENNEDY_ANNOUNCES _MLK_DEATH) Copyright 2011 Indiana Historical Society All rights reserved Except for copying portions of the teacher resources by educators for classroom use, or for quoting of brief passages for reviews, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), without written permission of the copyright owner. All inquiries should be addressed to the Public Programs Division, Indiana Historical Society. Indiana Experience Connections In addition, the historical context and themes of This lesson coordinates with the You Are There the materials will be relevant to classroom instruc- 1968: Robert F. Kennedy Speaks component of the tion even if a visit is not possible. You Are There Indiana Experience at the Eugene and Marilyn Glick 1968: Robert F. Kennedy Speaks is open through Indiana History Center. In this experience, visitors April 14, 2012. are invited to step back in time to April 4, 1968, and attend a speech given by Robert F. Kennedy Learning Objectives at a campaign rally at the corner of Broadway and This event will serve as a case study to show the Seventeenth streets in Indianapolis. Kennedy had importance of racial issues in the 1968 presidential scheduled a rally in this predominately African election. It will also highlight the history of a American inner-city neighborhood to garner support particular neighborhood. for his bid to win the Democratic Party’s nomination In this lesson, all students will: for the 1968 presidential election. After stops earlier in the day at the University of Notre Dame in South • Consider the characteristics that define Bend and Ball State University in Muncie, Kennedy a neighborhood. planned to give his usual campaign “stump speech” • Examine and analyze historic photographs of to supporters at the rally in Indianapolis. the Kennedy/King neighborhood. A tragic turn of events drastically changed the In addition, high school students will: course of the evening. As Kennedy boarded a plane following his speech to Ball State students, he • Examine and analyze historic newspaper learned that Martin Luther King Jr., the famed civil articles related to race relations in the rights leader, had been shot while standing on the Kennedy/King neighborhood in the 1960s. balcony of the Lorraine Motel in Memphis, Tennes- • Compare and contrast historic newspaper see. Upon landing in Indianapolis, Kennedy learned articles to accounts of a contemporary incident. that King had died. • Compare historic demographic data to present- Against the advice of many who feared an out- day data for the Kennedy/King neighborhood. break of violence, Kennedy continued to the rally as planned and addressed the crowd with an iconic Grade Level speech about compassion, forgiveness, and hope. Invoking King’s call to nonviolence, Kennedy urged Elementary (grades 3 and 4) and High School the crowd to go home and “say a prayer for our own country, which all of us love ––a prayer for under- Academic Standards for the Social Studies standing and that compassion of which I spoke.” • Indiana Standards (as of January 25, 2011) Unlike other cities that experienced rioting following ° Grade 3, Social Studies 3.1.6––Use a variety the news of King’s assassination, Indianapolis was of community resources to gather informa- quiet––a testimony to King’s life, the power of tion about the regional communities. Kennedy’s words, and the character of the people in the crowd that night. ° Grade 3, Social Studies 3.1.8––Write and illustrate descriptions of local communities These curriculum materials are intended to and regions in Indiana past and present. provide historical context for Kennedy’s campaign, his speech, and the racial climate of the time. ° Grade 3, Social Studies 3.2.7––Use a The lesson may be used to prepare students for a variety of information resources to visit to You Are There 1968: Robert F. Kennedy Speaks gather information about local, state, and or it may be used as a follow-up to the visit. regional leaders and civic issues. 1 CURRICULUM GUIDE • Indiana Experience • The Issue of Race in 1968: A Case Study of the Broadway Neighborhood • Indiana Historical Society ° Grade 3, Social Studies 3.3.8––Construct Social Studies/Historical Concepts maps and graphs that show aspects of Community, neighborhoods, racism, prejudice, human/environmental interaction in and civil rights the local community, Indiana, and communities within the region. Time Required ° Social Studies 4.1.13––Identify and Multiple class periods depending on the clasroom describe important events and movements needs and the activities selected that changed life in Indiana from the mid-twentieth century to the present. Materials Required ° High School, U.S. History, Standard 7, For all students: The United States in Troubled Times: 1960 • Copies of the “Analyzing the Broadway to 1980 (USH 7.1)––Explain the civil rights Neighborhood in the 1960s” Student Hand- movement of the 1960s and 1970s by out found on pages 10 and 11 of this lesson. describing the ideas and actions of federal and state leaders, grassroots movements, • Copies of the following images from the and central organizations that were active in Indiana Historical Society’s Digital Image the movement. (Government, Economics, Collections as shown on pages 12, 13, and 14 Individuals, Society, and Culture) of this lesson: ° High School, U.S. History, Standard 8, ° “Couples Dancing at The College The Contemporary United States: 1980 Room.”August 8, 1967 (Indiana Historical to the Present (USH 8.5)––Describe Society, Indianapolis Recorder Collection, social, economic, and political issues Digital Image Collections, Item ID: and how they impact individuals and P0303_BOX34_FOLDER11_COUPLES organizations. (Government; Economics; _DANCING) Geography; Individuals, Society, ° “Vacation Bible School at Eastern Star and Culture) Baptist Church.” (Indiana Historical ° High School, U.S. History, Standard 9, Society, Indianapolis Recorder Collection, Historical Thinking (USH 9.2)––Locate Digital Image Collections, Item ID: and analyze primary sources and P0303_BOX45_FOLDER9_VACATION secondary sources related to an event _BIBLE_SCHOOL) or issue of the past. ° “Barrington Coffee House at the Fall Creek ° High School, U.S. History, Standard 9, Y.M.C.A.” August, 1968.” (Indiana Historical Thinking (USH 9.4)––Explain Historical Society, Indianapolis Recorder issues and problems of the past by Collection, Digital Image Collections, analyzing the interests and viewpoints of Item ID: P303_BOX150_FOLDER13 those involved. _UNNUMBERED_001) • National Standards (National Council for the • Paper and pencils or pens Social Studies) as of January 25, 2011: II Time, For high school students: Continuity, and Change; V Individuals, Groups, and Institutions; VI Power, Authority and • Copies of “A Shooting at Light’s Market” Governance; and X Civic Ideas and Practices Student Handout found on page 15 of this lesson. 2 CURRICULUM GUIDE • Indiana Experience • The Issue of Race in 1968: A Case Study of the Broadway Neighborhood • Indiana Historical Society • Copies of the following articles from the at Seventeenth and Broadway streets as the Indianapolis Recorder, reprinted on pages 16, 17 location for a campaign rally because the site was and 18 of this lesson: “in the heart of the Indianapolis ghetto.”1 This was also an area where voter registration was weak and ° “Charge grocer shot youth, 15, without Kennedy planned to pair the rally with a voter- cause,” February 17, 1968. registration drive in order to increase turnout at the ° “Shooting of Negro Youth Stirs Grand Jury polls. If neighborhood residents were registered, Probe,” March 9, 1968. Kennedy could be reasonably assured of their support. “Neighborhoods heavily populated by • Download from the Internet, two reports African Americans were known to swing entire describing an incident that occurred on May 16, elections towards the Democratic side,” and 2010, involving fifteen-year-old Brandon Kennedy needed to capture the African American Johnson, an Indianapolis African American teen, vote in order to win the Indiana Democratic and local police. Make photocopies of these primary on May 7.2 According to Charles reports for student use: “Snooky” Hendricks, a leader in the Indianapolis ° Indianapolis Metropolitan Police African American community and president of Department, “Press Release for the Black Radical Action Program, “The mere Case Report:10-0069256-0000,” fact that Kennedy will come into the heart of the http://ftpcontent.worldnow.com/wthr ghetto will pull the whole black vote.”3 /PDF/brandonjohnsonreport.pdf Kennedy’s staff had also arranged for him to meet (accessed January 24, 2011). with local African American leaders following the ° 13 WTHR Television, “Teen alleges rally. The meeting
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