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Home , Elizabeth Eckford, March (comics)

A Time for Justice america’s

CIVIL RIGHTS TIMELINE POSTER BONUS

“I don’t know what will happen now. We’ve got some difficult A TIME FOR JUSTICE LESSON days ahead. But it doesn’t matter with me now. Because I’ve been A Civil Rights Timeline Framework How does history relate to today’s successes and challenges? Understanding the past can provide you with a firm foundation for to the mountaintop ... I’ve seen the promised land. I may not get making informed decisions today. Familiarizing yourself with historical events and experiences, like the civil rights movement in the United States, will help you acquire the necessary skills and knowledge to protect the rights and privileges, such as justice for all, promised by democracy. Timelines are graphic organizers that allow you to arrange sequential events chronologically. there with you. But I want you to know tonight, that we, as a They help you to see how significant events are interrelated, encouraging you to notice trends or make connections. Objectives Understanding the Context of the Movement Students will be able to: 6. This timeline spans a period of 13 years, from 1953 to 1965. • Examine a timeline to understand the correlation What else was happening at the time? Delve into the history people, will get to the promised land.” between events of those 13 years, and find out how other events may have • Create a timeline to demonstrate their understanding of influenced the civil rights movement. how important events and dates are interrelated • Explain orally the information on the timeline Form groups of three to consider the larger context of martin luther king jr. april 3, 1968 memphis, tenn. • Participate actively in diverse group and pair interactions politics, popular culture, social changes and economics of that period. (A handy way to remember relevant context is Materials the word “PERSIA”—Politics, Economics, Religion, Social • A Civil Rights Timeline (flip side of this poster) changes, International events and Arts.) Determine the best • Film: A Time for Justice approach for the three of you to collaborate on this task to ensure everyone has equal participation. (Note: You might ask Activities each group to look at one category of events, and divide the years Understanding a Timeline up among the group members.) 1. While you watch the filmA Time for Justice, take notes on essential events. Then think about how a timeline might Presenting Information Visually help you to understand the information in the film. Working 7. As you saw in the film, the civil rights movement brought in a diverse group, discuss what kind of information is best about some big changes in the United States. Thinking presented in a timeline. about what you have seen and discussed, list some of those changes. Then create a before-and-after photograph display 2. Examine the civil rights timeline on the poster. Then in that shows them. You can find “before” photos online, on the your group discuss: What did you notice about the timeline? timeline poster, and in some of the resources listed in the How does the timeline format help you understand the in- Introduction. The “after” photos may also come from Inter- formation displayed? How does it help you understand what net sources, or you can take photos yourself that show scenes you saw in the film? that would not have happened before the modern movement for African-American equality. For example, a “before” pic- 3. Create your own timeline. Be creative with your timeline; ture might show sitting in the back of a you can get some ideas by browsing examples of timelines bus, while the “after” picture might be a photo that you have online at www.history-timelines.org.uk or http://simile.mit. taken of an integrated bus. To accompany your visual dis- edu/timeline/examples. You’ll see that timelines can be large play, write an answer to this question: Why do the changes scale—the history of Judaism, for example, covers thousands that the civil rights movement brought about matter today? of years—or they can be small scale and even personal. Display student projects so you can see one anothers’ work. For example, you might do a timeline of the history of your community, or the key events on your last birthday, or the For a full list of standards for this lesson, please see the Teacher’s To access the complete collection important events in your family. Guide on the accompanying CD. of lesson plans for A Time for Justice, 4. After you have created your timeline of significant events, please refer to the Teacher’s Guide on use the timeline to orally share the information with a part- the CD included in this teaching kit. ner. Keep in mind the importance of using past and present tenses. (Note: Have English-language learners reflect in their journals how timelines are used—or not—in their first language compared to English.) Essential Questions How does history relate to today’s successes and challenges? 5. Reflect on the linear nature of time. Does a timeline make sense in all situations? Explain. What other ways are there to How can a timeline increase your understanding of information? present information in a visually effective way?

photo credits © Bettman/Corbis (Brown v. Board); AP Images/Gene Herrick (); Bettman/Corbis (Elizabeth Eckford); Jack Moebes/Corbis (Woolworth sit-in); Bettman/Corbis (); AP Images/Bill Hudson (dog attack); 1976 Matt Herron/Take Stock (vote); Bob Adelman/Corbis (MLK); 1976 Matt Herron/Take Stock (marchers); AP Images () WWW.TOLERANCE.ORG TOLERANCE.ORG March Sept June May Aug Dec Nov July Feb Oct Apr Jan 1954

FEDERAL ACTION 1954 Education Brown v. Boardof resist desegregation Council formedto White Citizens JULY 11,1954 Supreme Courtoutlaws school segregationin MAY 17 for A Time america’s civil rights movement A CTIV IST A CT IO N | 1955195619571958195919601961 |1962196319641965 Montgomery, Ala. to awhiteman, seat onabus give upher refusing to arrested for Rosa Parks DECEMBER 1,1955

AUGUST 28,1955 A C T I V I S T

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Montgomery buses segregated seatingon Supreme Courtbans NOVEMBER 13,1956 Eisenhower 1953-1961

FEDERAL ACTION FEDERAL ACTION AUGUST 29,1957 Little Rock,Ark. school desegregation, federal troopstoenforce President Eisenhowerorders SEPTEMBER 24,1957 rights actsinceReconstruction Congress passesfirstcivil

A CIVIL RIGHTSTIMELINE

FEDERAL ACTION terminals segregation inbus Supreme Courtoutlaws DECEMBER 5,1960 involvement promote youth (SNCC) foundedto Coordinating Committee Student Nonviolent APRIL 16,1960 counter, Greensboro, N.C. sit-in at‘whitesonly’lunch Black studentsstage FEBRUARY 1,1960

laws desegregation with bus compliance while testing in riders attacked Freedom MAY 14,1961 FEDERAL ACTION we don’twanttointegrate.” jeer, “Two, four, six,eight, admitted. Whitestudents judge ordersblackstudents desegregated afterafederal The UniversityofGeorgiais JANUARY 6,1961

FEDERAL ACTION in Montgomery,in Ala. threatened byamob civil rightsactivists sent toprotect Federal marshals MAY 21,1961 Kennedy 1961-1963 registration drive forces tolaunchvoter Civil rightsgroupsjoin APRIL 1,1962 enrolls atOleMiss Meredith, ablackstudent, Riots eruptwhenJames SEPTEMBER 30,1962 25,000 Americansmarch integration university door tostop in schoolhouse governor stands Alabama JUNE 11,1963 on Washington forcivilrights AUG 28

Church, Birmingham,Ala. of SixteenthStreetBaptist Schoolgirls killedinbombing carole denise addie SEPTEMBER 15,1963 dogs andfirehoses marching childrenwith Birmingham policeattack MAY 3,1963 &

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FEDERAL ACTION FEDERAL ACTION to Miss. civil rightsvolunteers brings 1,000young JUNE 201964 Act of1964 signs CivilRights President Johnson JULY 2,1964 federal elections outlaws polltaxin to theU.S.Constitution The 24thAmendment JANUARY 23,1964 Philadelphia, Miss. Klansmen, and slainby workers abducted Civil rights michael andrew james JUNE 21,1964

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1965 at EdmundPettusBridge,Selma,Ala. State troopersbeatbackmarchers MARCH 7,1965 Selma toMontgomery completed Civil rightsmarchfrom MAR 25

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Civil rightsmarcherkilledbystatetrooper, Marion,Ala. jimmie FEBRUARY 26,1965 Johnson 1963-1968 FEDERAL ACTION of 1965 Voting RightsAct Congress passes JULY 9,1965

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jackson Dec Nov Oct Sept Aug July June May Apr March Feb Jan — Adapted from Free Last at , As long we as have injustice— As long inequalities as and African Americans gain American life and helped THE MARCHCONTINUES won great changes in Boycott, black Americans The civil rights movement Statistics show that more our work—will not be finished. of the civil rights movement— and people willing to make progress could not erase professions and public published by Teaching Tolerance. centuries ofoppression. office. But two decades of employment. The evidence education, housing and continue to experience equal chances in is overwhelming that blacks inequality inhealth care, will access to education, and whites do not have the Montgomery Bus than half acentury after it their cause—the March prejudice remain, the work

continue. America.