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Racism and the Civil Rights Movement. Objectives The student will be able to: Use a variety of primary sources to clarify, elaborate, and understand a.

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Presentation on theme: "Racism and the Civil Rights Movement. Objectives The student will be able to: Use a variety of primary sources to clarify, elaborate, and understand a."— Presentation transcript:

1 Racism and the Civil Rights Movement

2 Objectives The student will be able to: Use a variety of primary sources to clarify, elaborate, and understand a historical period. Analyze primary documents closely Research documents specific to the history of race relations in the mid-20 th century United States. Draw conclusions moving from the specific documents to the broader society and test them for validity.

3 Racism is the belief that one ethnic group is superior to others. Throughout United States history, the racism of some white people has led to tragic suffering and loss for members of other groups, including African Americans, Asian Americans, Latinos, and Native Americans. For about 100 years after the end of the Civil War, the legacy of African American slavery in the South was a segregated society in which black people and white people lived side-by-side but virtually in separate worlds. Public drinking facilities such as drinking fountains, bathrooms, restaurants, motels and schools were designated for either blacks or whites, and the facilities for blacks were invariably poorer in quality. “Jim Crow” was the nickname given to the laws introduced into the South during the 19 th and 20 th centuries to enforce racial segregation. The name stuck during the civil rights era.

4 “Jim Crow” “Jim Crow” was a minstrel character from the 1830’s.He was portrayed as an elderly, crippled and clumsy African American slave and his portrayal showed all the negative stereotypes of African Americans. Such stereotyping caused huge resentment to African Americans during the civil rights era.

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7 “Jim Crow” America

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9 In 1954 the Supreme Court ruled, in a case known as Brown v. Board of Education of Topeka, Kansas, that public schools could no longer be segregated. White racist did not accept this ruling without a fight, and some turned out to jeer and threaten black students who attended schools that had formerly been for whites only. The most famous and extreme confrontation broke out at Central High School in Little Rock, Arkansas, in President Eisenhower had to take control of the Arkansas National Guard and order them to protect the black students.

10 “Tides of Change”

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12 In the 1960s, the movement for racial equality known as the civil rights movement began to have a strong and very visible impact on national events. Black leaders including Dr. Martin Luther King, Jr., advocated nonviolent confrontation as a way to fight injustice. Groups of black and white activists rode together on interstate buses and sat together at whites- only lunch counters, and they endured the violent abuse of racists who wanted blacks to stay in “their place”. The growth and success of the civil rights movement only infuriated such people, who in some cases resorted to intimidation tactics and even murder to try to stem the tide of change.

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14 “WE SHALL OVERCOME”

15 Introduction In the novel “The Watsons Go to Birmingham”, the Watsons are African American and the seemingly carefree 1950s era of Leave it to Beaver has been replaced by the turbulent 1960s. Told from the viewpoint of 12 year old Kenny, the story takes readers from a safe-haven in Flint, Michigan to a world turned inside out in race torn Birmingham, Alabama. It is important for you to understand the life and time of the South during the 1960’s. This was a time when racism and prejudice were prevalent. Life was hard for the African American.In order to show you these life and times, you are to follow the task and steps.

16 Task To submit a Viewer’s Literacy Guide answering questions after viewing the slides.

17 Process After reading Ch. 9 in The Watsons Go to Birmingham and viewing the pictures from Racism and the Civil Rights Movement complete the Viewer’s Literacy Guide. The guide tells you what to do. Please read it carefully and complete it then turn it in to me.

18 Evaluations Viewer’s Literacy Guide– make sure this is detailed and in complete sentences. Conclusions These activities were designed to help you: To determine what life was like in the South during the 1960s To examine prejudice, stereotypes, and racism within society To question our treatment of others

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