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  • DBQ #7 Civil Rights

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    The ten primary source documents for this lesson all deal with the civil rights movement. The exercises for the lesson will ask you to work with and think about these themes. The final four lessons in this workbook focus on organizing and writing an entire essay.

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    The ten primary source documents for this lesson all deal with the civil rights movement. The exercises for the lesson will ask you to work with and think about these themes. The final four lessons in this workbook focus on organizing and writing an entire essay.

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    435 views10 pages

    DBQ #7 Civil Rights

    Uploaded by

    cpaul2424
    The ten primary source documents for this lesson all deal with the civil rights movement. The exercises for the lesson will ask you to work with and think about these themes. The final four lessons in this workbook focus on organizing and writing an entire essay.

    Copyright:

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    Download as PDF, TXT or read online from Scribd
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    of 10
    Siena gett OBJECTIVES FOR THIS LESSON: 1.To understand various ways of linking ideas within and between paragraphs, including the use of transitional words and phrases. 2.To adopt a simple and direct way of presenting ideas within the internal paragraphs of the essay. ‘THE PRIMARY SOURCES AND THE EXERCISES PUTTING TOGETHER A COMPLETE ESSAY KEY CONCEPTS. AND LEARNING STRATEGIES eel eeu tases Writing and Linking Support Paragraphs The primary source documents for this lesson are displayed on the next three pages. All of the exercises for this lesson are based on these primary sources and the background information provided here. INTRODUCING THE LESSON The ten primary source documents for this lesson all deal with the civil Tights movement of the 1950s and 1960s. Some of them deal with the discrimination African Americans faced in the years before this social movement got under way. Others focus on the differences in outlook of various civil rights leaders as the movement developed in those years. The exercises for the lesson will ask you to work with and think about these themes. Keep in mind that the final four lessons in this workbook are the ones that focus on the key tasks in organizing and writing an entire essay. (Once again, here is where you are in this sequence of lessons: Lesson § Taking notes and creating a clear essay organization. Lesson 6 Writing an effective introductory paragraph based on your thesis statement. Lesson7 — Writing the internal paragraphs of your essay and_ using transitions to link them together effectively, Lesson 8 Writing a strong conclusion. ‘The primary sources and the exercises for this lesson will help you see how to link the paragraphs of your essay together logically, 1. Keep in mind the need to link details logically within and between the paragraphs of the essay. 2. Use transition phrases effectively. 3. Use the primary source documents to support your argument or thesis. Do not simply list documents “laundry list” style. 4, Aim for clarity and simplicity in the way you write your sentences. In most cases, stick to organizing paragraphs into three-part units using the Main Idea-Details-Explanations system presented in Lesson 5. 105 Stren icuatuet ea Meee sate at The Documents The Civil Rights Revolution Document 1 A separate theater for blacks in the South in the 1950s. This is an example of the many forms of ‘dim Crow’ segregation that kept backs separated from Whites in hotels, restaurants, schools, buses and many other public places. ‘Courtesy ofthe Library of Congress Document 2 Black girls being assisted by federal troops as they enter a high schoo! in Little Rock, Arkansas, in 1957, a few years after the 1954 Supreme Court ruling banned racial segregation in the schools. Courtesy ofthe Library of Congress Document 3 Alabama Governor George Wallace stands in front of I tne door in 1963 to Lock federal officals escorting |) obec sides reget athe omer ante University of Alabama, Courtesy fhe Library of Congress 106 PROM ROR MAPA RRR RRR RRR oe ne nnn een Aeon eats Lesson 7: Writing and Linking Support Paragraphs The Documents EE Document 4 Ba Wa [0 1961, segregationists attacked this bus carrying blacks | \ ( and whites known as “Freedom Riders” into the South to try to desegregate busses and bus stations. H) Courtesy ofthe Library of Congress Document 5 Martin Luther King, Jr.in jail for civil disobedience during a civil rights demonstration, 1963 Courtesy of the Library of Congress | Document 6 | have a dream that one day this nation will rise up and | ive out the true meaning of its creed: “We hold these |truths to be self-evident: that allen are created equal” have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners wil be able to sit down together at a table of brotherhood, | have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an ‘oasis of freedom and justice. have a dream that my four litle children will one day live in a nation where they will nat be judged by the color of their skin but by the content of their character, ‘Martin Luther King, J from the“! Have a Dream" speech at the March on Washington for Jobs and Freedom, August 28, 1963. Document 7 Poster for the Black Panthers, a militant black organization formed in 1966. Courtesy ofthe Library of Congress 107 Biren sae PRA un ea nena est setae es The Documents Document 9 ‘Then we want to talk about the lies that this country has told about black people to make us ashamed of ourselves. | want to move on and talk about developing a ‘concept of peoplehood which we desperately need in this country today. And we want to instill among our people, particularly among the young in our generation, the will to fight back when messed over by anybody. Back Power is the coming together of black people to {ight fo their liberation by any means necessary. Now we want to talk about violence. Because | understand that some of your so-called Negro leaders have been saying that we violent. | won't deny it. Yeah, |'m violent. Somebody touch me, Il break their arm. But the problem isn't one of violence, see. The problem is ‘one of hitting back white people when they hit you. Thats the real problem ‘cause we've never done that all our lives. They've been able to walk over us, bomb our ‘churches, beat us up, shoot into our houses, lynch us, ‘and do everything they wanted to do and we would just sit there and whisper about it behind closed doors. Stokely Carmichael, hea of the Student Non-Violent Coortinating Commitee (SNCC), trom a speech about “Black Power" toa group at Garfield High Scho in Seattle, Washington, April 19, 1967 l Document 8 Ecitorial cartoon commenting on the likely result of the violence during a series of riots in African American Urban ghettos in the North in the mid-1960s. Courtesy ofthe Library of Congress Document 10 The issue [of Black Power] was not new. There had been ‘Negro banks and savings and loans for nearly seven- five years. Obviously, black people had been thinking of ‘economic power for a long time. For sixty years, the NAACP had asserted the right of Negroes to self- defense against the violence of white oppression. During the Parker affair in the thirties and the elections of 1948 and 1960, Negroes had amply shown how ‘aware they were oftheir own political power. None of these things was new. The younger people were either ignorant ofthe long record or they chose to ignore it. The real question so far as | was concerned, was whether SNCC and Stokely were after a revolution. | had always believed that for American Negroes revolutionary fantasies were suicidal. To oppose revolution did not mean to fear whites; | knew that ‘anyone who was not cautious in leading a one-tenth minority into conflict with an overwhelming majority was a fool. You can face a lion one way when you have real artillery, but if you have a powder puff, you have to handle yourself differently — if you want to keep your people alive. For al Stokely’ reckless talk of guns and power back then, | still don’t think he could tell the ‘

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