7/25/2019 Civil Rights Movement Guided Notes

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Name: _________________________ Date: ______________ Period: ____

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Student Objective: Students will use a Venn diagram to compare and contrast the

agendas and strategies used by African Americans to communicate change with

American Indians or Hispanic Americans. Students will identify at least 4 differences

and 3 similarities.

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Roots of the Civil Rights Movement

he Civil Rights

Movement

Plessy v. Ferguson (1896)

___________ facilities for blacs andwhites were ______________ as long

as they were _____________. In other words: Separate but e!ual is

constitutional"segregation of races is

not illegal

#im $row %aws

&nacted between the end of 'econstruction

()*++, and the start of the ciil rights moement

in the )/0s1 #im $row laws enforced

________ ___________ between whites and

blacs in the ________.

Brown v. Board of Educaton of

!o"e#a (19$%)

& 'ore nforaton elow

&mmett 2ill (August )//,

)4 year old boy who was brutally illed for

whistling at a white woman

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VD!O: Brown v. Board of Education of Topeka (1954)

As you are watching the ideo1 write down / maor points from the Brown v. Board of

Educaton of !o"e#a Supreme $ourt case.

).

.

3.

4.

/.

NO"!S: Brown v. Board of Education of Topeka (1954)

C#$SS DSC%SSON: &uestions to Consider

$s 'e are ans'ering the follo'ing (uestions a

thoughts and the comments from *our +eers,

-, $re mo

.e(ual/0

2, $re moder

1h* or 'h* n

+revious and

4, $re schools in other countries e(ual and5or s

17 May 1954: The United Sates

Supreme Court ruled that the

______________________

doctrine o _____________________

!1"9#$ %as ____________________&

'acial se(re(ation in pu)lic

schools is a *iolation o the

___________________

________________________________&

+ey players:o

o

o

o

o

P$R6S7$R!: &uestions to Consider

$ns'er the follo'ing (uestions, $fter'ards) turn to the +artner ne3t to *ou and

share *our ideas,

1. 7o' 'ould *ou feel if *ou 'ere not able to go to school because of *our

s8in color) race) se3ual orientation) religions) etc,0

2. 1hat 'ould *ou do0 Do *ou sta* in the same school or attend another

school0

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1hat techni(ues did civil rights activists use to challenge segregation0

). 9o*cott:________________________________________________________a. 'ontgoery Bus Boycott () 5ecember )//,b. 'osa 6ars _________________________________________________

. Non6violent +rotests:______________________________________________3. Sit6ins:__________________________________________________________

________________________________________________________________a. 7ormation of the Student 8oniolent $oordinating $ommittee

4. reedom Rides ;-:____________________________________________

________________________________________________________________

________________________________________________________________

Reflection61hat if0

magine *ou are a reedom Rider, ?ou are heading to'ards the Dee+ South)'here segregation is ver* +rominent, ?ou notice 'hite +eo+le coming to'ards

*ou) shouting offensive racial remar8s) holding clubs) brea8ing the bus@s 'indo')

and setting it on fire, 1rite a +aragra+h ;A6B sentences> addressing the follo'ing

(uestions,

-, 9ould you ris your life to

challenge segregation:

2, 9ere the 7reedom 'ides

an effectie strategy to endsegregation:

4, 5oes ;e!uality for all

%eaders= __________________ and

_________________________ 7arm worers demanded=

o ____________________________

o ____________________________

5elano Strie=

o ___________________________

o ___________________________

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Conclusion

5raw a Venn diagram to compare and contrast the agenda and strategies of African

Americans to communicate change with American Indians or Hispanic Americans.

Identify at least 4 differences and 3 similarities. %astly1 write a /-* sentence summaryabout the $iil 'ights ?oement. Ese the teFtboo for further guidance.