Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Historical Question Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970) in regard to desegregation of schools and voting rights and analyze the sentiments of participants during, before and after the pinnacle of the movement, determining the lasting impact of the movement. Introduction to DBQ The struggle for African Americans to obtain civil rights in the United States has been a long and arduous process culminating with African Americans having the right to vote reinstated for some with the Voting Rights Act of 1965 (it was initially granted to African American men during Reconstruction), and the desegregation of public facilities including public schools with Brown V. Board of Education and later by mandate in 1970. The movement gained momentum following World War II partially because veterans returned home realizing that while they fought for the freedom of others they did not have certain liberties in their own native land. Many tactics were used to achieve rights primarily through the formation of civil rights groups such as the NAACP, or pursuing the rights through the court system and ultimately reaching the Supreme Court. Historical Thinking Skill: Context Students would be able to utilize the sources to gain an understand of the climate of the civil rights movement in South Carolina. Various aspects of the civil rights movement included are the struggle to attain the right to vote and the desegregation of schools. SC Standard(s)/Indicator(s) Standard USHC-8: The student will demonstrate an understanding of social, economic and political issues in contemporary America. USHC-8.1 Analyze the African American Civil Rights Movement, including initial strategies, landmark court cases and legislation, the roles of key civil rights advocates and the media, and the influence of the Civil Rights Movement on other groups seeking equality. DOK Level - 3 Strategic Reasoning and Thinking Explain, generalize or connect ideas using supporting evidence Write a multi paragraph essay for specific purpose, focus, voice, tone and audience Materials ● ClearTouch Panel (SmartBoard) ● Copies of all sources (electronic or paper) ● Copies of station questions ● Paper/Chromebook for essay 1 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Teacher’s Guide Literature to use to build background information should you need it. Freedom's Teacher: The Life of Septima Clark By Katherine Mellen Charron I've Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle By Charles M. Payne Putting the Movement Back Into Civil Rights Teaching: A Resource Guide for Classrooms and Communities By Deborah Menkart (Editor) 2 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Voices of a People's History of the United States, 10th Anniversary Edition By Howard Zinn, Anthony Arnove Voices of Freedom: An Oral History of the Civil Rights Movement from the 1950s Through the 1980 By Henry Hampton, Steve Fayer March, Book One By John Lewis, Andrew Aydin, Nate Powell (Illustrator) 3 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 The Civil Rights Reader: American Literature from Jim Crow to Reconciliation By Amy Schmidt, Julie Armstrong (Editor), Booker T. Washington (Contribution by) Background Information/Instructional Plan This document based question (DBQ) should be implemented in the classroom as a culminating activity to the study of the height of the Civil Rights Movement. The DBQ can be taught over a period of several days while ensuring students know necessary skills to complete a DBQ. Writing workshops can be conducted to teach students how to analyze primary resources and how to answer the questions who, what, when and why on a deeper level. Students must be able to then categorize the documents based on similarities and differences to present an argument to how the sentiments change throughout the movement and what could be considering a turning point. The students will be able to use their knowledge of the history of African Americans and the struggle that ensued to attain their civil rights. The following is from the SC Support Documents for United States History and Constitution: The Civil Rights Movement was a liberal movement that challenged the conservative status quo of race relations in the United States to secure for African Americans the full rights of citizenship including the right to “life, liberty, and the pursuit of happiness.” In order to analyze the strategies of the Civil Rights Movement, it is essential that students understand its goals which were equal treatment and the right to vote. A thorough review of the failed promises of the Declaration of Independence (USHC 1.3); Reconstruction and the thirteenth, fourteenth, and fifteenth amendments (USHC 3.3); the Jim Crow era (USHC 3.4); and the response of African Americans to discrimination (USHC 3.5) should establish the context for the Civil Rights Movement of the post-World War II period. In previous USHC lessons, students learned how the Reconstruction was geared towards helping newly freed slaves achieve civil rights such as the right to vote for black men and access to education through the development of both secondary and higher education schools. 4 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 The purpose of this DBQ is to point out to students that the efforts of Reconstruction were reversed by the Jim Crow era and that the rights guaranteed by the 14th amendment were denied until almost a century later. Students will create a piece of work that demonstrates their ability to contextualize the Civil Rights Period by using the documents provided. One photographic source and one written source should be used to help model for the students how a primary source should be analyzed. It should be completed whole group and the teacher should model the needed Historical Thinking Skills as well as expectations for future sources. Examples of Lesson implementation: ● On the first day divide the class into small groups and provide sources of the time period. These may include, but are not limited to sit-ins, SNCC protests, written documents by MLK Jr., Malcolm X, SCLC protests, news articles, oral histories etc. Give the students a document analysis worksheet (I use the one from DocsTeach on the National Archives website) and have them complete it on the documents provided. As a closing activity have the groups share what documents they were given, and what they took away from them. ● As a whole group, create a graphic organizer of the effects/examples of civil disobedience/protests during the Civil Rights Movement and if the desired result was achieved. Accommodations/Modifications ● A timeline will be completed to help students comprehend the context of the period Final Project Activity Examples As an assessment, students will be asked to compose a written response to the question and be prepared to defend their stance in a scholarly debate. They must be able utilize the documents effectively to support their argument and refute opposing points of view. To differentiate this for lower levels students in an Honors/CP may be provided with leading questions by the teacher, but in an AP class the questions will be more open ended. 5 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source A Joseph DeLaine Home Burned (circa 1950) 6 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source B People at the ballot box (May 25, 1958) 7 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source C Governor Fritz Hollings’ Address to General Assembly (January 9, 1963) 8 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source D Senator Strom Thurmond opposition to 1963 Civil Rights Bill November 6, 1963 9 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source E Monteith Treadwell Interview- July 1963 Desegregating the University of South Carolina (1 minute clip from WIS-TV) 10 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source F Modjeska Simpkins Editorial to The State Newspaper 1981 11 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source G Judge Matthew Perry – Harvey Gantt/Clemson Oral History Interview 12 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source H Governor Robert McNair- SC must obey Supreme Court ruling to desegregate public schools (January 29, 1970) 13 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source I March 5, 1970 Lamar incident following mandated desegregation 14 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source J Governor McNair’s Statement on Orangeburg Massacre (February 9, 1968)- 15 Determine the turning point of the Civil Rights Movement in South Carolina (1950-1970). Developed July 2017 Source K Cleveland Seller’s River of No Return Excerpt on the Orangeburg Massacre When I arrived at the scene of the action, my heart began to pound, hard and fast. The students had been driven back toward the center of the campus where they had built a huge bonfire in the middle of Watson Street right off College Avenue.