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'Docent Resume %. 'DOCENT RESUME ED 251 518 6° UD 023 224 -f ,k . TITLE , , .' Violence, The Ku Klux Klan and thy-Struggle fol. Equality: . INSTITUTION Connecticut Educatibn Association, Hartford.; Council on Interracial Books for Children, Inc., NewYork, N.Y.-; National Education Association, Wahhington, , D.C. o , REPORT NO ISBN-0-930040-38-4 - ,---,, . PUB DATE 81 NOTE 78p.; Newspaper reprint&and photographs maynot reproduce clearly. PUB TYPE Guides - ClassrodM.4Use - Guides.(For eachers) .(052) -- Historical Materials (060) .... , , EDRS.PRICE, MF01 Plus Postage. PC Not Available frwn EDRS. a. DESCRIPTORS Activism; Civil Rights; Elementary Secondary Education; Lesson Plans; *Racial Bias; Racial Relations; ResourCe Materials; *United States, History ,... IDENTIFIERS *Ku Klux Klan / ABSTRACT 4. This paper provides teachers with information abdut the Ku Klux Klan (XICK) and makes available instructional procedures and resources, for teaching about the Klan. First, -some ideas are presented for dealing with the unusual emotional climate that can 1. arise when the KKK is discussed in a classroom. Next, a brief history of the KICK is'provided, along with an analykis of why the KKK may be currently growing in size. Next, eleven lesson plans for clagsroom use are presented on these topics:(1) the Ky Klux Klan today; (2) the birth of.the Ku Klux Klan; (3) the deatli)of Reconitruction; (4) the beginnings of White supremacy; (5) the Klan in the.1920's;.(6) the civil rights era; (7) the struggle for racial equality; (8) thoughts of an ex-Klaftsman; (9) myth vs. reality: social perceptions; (10) myth vs. reality: the process of scapegoating; and (11) couhter4ng the Klan. Primary materials such' as newspaper. articles and photogriphs are included. This booklet'concludes with a glossary of key terms and a selected and annotated bibliograptq on the KKK. (KH) a **********************************1************************************ * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ****************************************************************Amt* es ow rou/moil NATIONAL INSTITUTE OF EDUCATION 4RMIStik0f1 TO RiPRDDUCETHIS MICROFICHE cam 'EDUCATIONAL RESOURCES INFORMATION "MATERIAL IN CENTER tiRIC1 HAS BEEN 0NTED SY doom has been reproduced es received ,frorit' orlon of organisation R. kw..., originating It I ...A.....,°"51144:4 reproduction quality Pointer of vet rig clintons stated In this dean RESOURCE 10 THE EDUCATIONAL .1116111 do not nucessordy represent officiffiNif 9 CENTER (ERIC)." INFORMATION fff*NY. (14 <2) a) LeN tf Ci w a. V . .0"1.'kr r ^` a e le Nt VIOLENCE, THE KU KLUX KLAN AND e. E STRUGGLE POR EQUALITY 4 'AN INFORMATIONAL Ai4D-INSTRUOiONAL KIT O 441 11, Prepared and Published by The Connecticut Education Association 21 Oak Sheol, Hartford, Connecticut 06106 7 The Council on interracial Books for Children 184113roedway, New York, New York 10023 The National Education4Association 1201 16th Street, N.W., Washington, D.C. 20036 1 2 Dedication: This teachers' kit is dedicated to Annie Stein (March 3, 1913May 13, 1981), ao developed the first draft of much of this curriculum. Annies life, especially her work as an educator, political activist and unionist, exemplified com- mitment to the struggle for freedom and against racism. a 24 6 .1 4 . a O Cover photo credits: Top row- left, Freda Leinwand; center, Danny Lyon; right, National Archives Bottom row: left, Wayne Sides; right.tEd Cohtn .0 0198rby the Connecticut Education Association, and the Council on Interr cial looks for Children and the Na- . tional Education Library of Congress Catalog Card ; 'under 81-68698 ISSBN 0-93004038-4 to STAFF 6 CONNECTICUT' EDUCATION ASSOCIATION STUDY TASK FORCE ON THE KU KLUX KLAN Dimples Armstrong, Chair Robbins Barstow, Staff Coordinator Robert F. Chase Shirley J. Gillis Bradley Hayward Marjorie Hennen ,Margaret MacAlpine Charles Moran Daniel Moynihan. Eileen Purcell Raymond W. Rossomando Douglas Sutton Barbara J. Tarantino Lee terry ,09 Gary D. Tolisano Jakie A. Willis COUNCIL ON INTERRACIAL BOOKSFOR CHILDREN Beryle Banfield Bradford Chambers Ruth Charnes, Managing Editor SoniaChin Lyla Hoffman Robert B. Moore, Principal Writer and Researcher Albert. V. Schwartz Annie Stein' Patricia Van Hoin Walter NATIONAL EDUCATION ASSOCIATION JOlin Leeke, Staff C dinator , 44 1 ti 4 9 0 * Teach the Teuth about the Klan "What the Klan cannot stand is for the truth to be told Teacher Rights and Instruction and Professional Develop- about it. That is what the teachers should do." (From an edi- ment were given primary responsibility for implementing torial in the Nashville Tennessean, January 16,,1981) this objective.. The Connecticut Education Association, in response% a The purpose of this publiclition is to provide teaShers with Klan rally in Connecticut in the fall of 1980, appointed a information about the KU Klux Klan and to make available classroom teacher Special Study Task Force on the Ku Klux instructional procedures and resources for bringing the Klan to put together an informational and, instructional kit truth a). out the Klan to light in the classroolli.- for teacheis dealing with the threat of the KKK. lit 11, the product of a ydar-long collaborative effort by These three groups, after initially proceeding separately, threeeducational organizations particularly concerned joined forces and combined resources in 1981 to meeta c,pm- about new efforts by the Klan to spread the poison of bigot- mon need, in a 'unique, three-way `educational enterprise, ry, race hatred and violence among young, people in the the end produCt of which is this book. United States. The widest possible use and distribution of this document The Council on Interracial Books. for Children has since is beirig proinoted by all three orgarizations. Copies are 1966 been preparing and disseminating print and audio-vis- available for purchase from the CIBC Resource Center, .ual materials for teachers and others to corabat racism and 1841 Broadway, New York, NY 10023. sexism and to develoOpluralism in schools and in society..ln It is our earnest hope that this will be an effective instru- .1980'it undertook a special instructional projecton the Ku mentfor countering the negative force of the KKK and for Klux Klan. upholding and advancing human equality. .74 The National Education Association in February, 1980, ---Beryle Ba'nfield, President established a Special Committee on Student Behavior Re- Council on lriterraci9l Books for Children, flecting Racial and Ethnic Prejudice, which recommended :--Robert Chase, President NEA budget allocations for developing and printing curric- Connecticut .Edw 'ion Association ulum materials for classroom use dealing with the KkK, Willard McGuire. President peo-Nazi and other extremist groups. NEA Departments of National Education Association C: gtf 6 5 *Kg 00CONTENTS Introduction 7 The Einotional Climate of.the Classroom .' .. , a Background. InfOrniation, . 10 % 1 42 Lesson Plans - . , # A. The Ku Klux Klan Today , . 23 B. Birth othe Ku Klux Klan , 32 C. The Death of Reconstruction 38 D. fl'he Beginnings of White SupreMacy 42 E. The Klan in the 1920's 47 F. The Civil Rights Era 50 G: The Struggle for Racial Equality 54 H. Thoughts of an Ex-Klansman r 58 I.Myth vs. Reality, Part I: Social Perceptions 62 J.Myth vs. Reality, Part II: The Process of Scapegoating 66 K. Countering the Klan t e 68 Glossary o 70 Selected and Annotated Bibliography on the Ku Klux Klan 71 kg. 7 $ 8 7 Introduction all who are The issue of dealing with the Ku Klux Klanhas become . fects the thoughts, actions and relationships of ill afford to ignore. Even infected by it. It is the antithesis of the principle ofhuman one which we as educators can Our history wl+ere student recruitment by the Klan is notactively tak- equality which is at the heart of the U.S. creed. image of the has been characterized by the struggle forequality. The ing place, media publicity has brought the opposed to these KKK to young people across the country. Klan must be recognized as being directly To answer even incidental questions, to leaddiscussions efforts. or to present lessonunite dealing with the Ku Klux Klao, The violent nature of the Klan feeds on a climate of gener- informa- al social acceptance of 'racism. The Klan usesmyths and teachers require reliable and accurate background capitalizes tion. Recognition' of this urgent need led to thepreparation scapegoating to achieve its ends. For example, it and publication of tlita instructional kit forteachers. on economic insecurityby claiming that "reverse discrimi- nation" in recent years has favored blacks overwhites, d spite the fast that the gaps between white andblack income, Hoods, Burning Crosses and Guns unemployment, poverty and infant mortality haveall in- The Ku Klux Klan is not an ordinary social or religious .creased rather than decreased. organization whose members merely meet from time totime to discuss their views in the democratictradition of free Expanded Threat speech and peaceable assembly. Some Klan leaders seek to Today the resurgence of the Ku Klux Klan, in addition to portray their activities in this genteel andrespectable light, neo-Nazi and other extremist groups, hisbecome a social but behind this mask of civility, the reality of the KKKis and educational problem nationwide.The Klan killing of the fanning of hate into violence and terrorism.\ anti-Klan demonstrators in Greensboro, NorthCarolina, in Hoods, burning crosses and guns are essential marks of 1979, the winning of the
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