1. Pre-Class /10/10
It took the Montgomery Bus Boycott 386 days of nonviolence to be successful (1956)
It took MLK and his followers another 8 years of nonviolence to attain the Civil Rights Act of 1964
It took a lot of patience, and a strong belief in “We shall Overcome”
Do you think everyone supported nonviolence? Describe a person who might not have supported nonviolence? What solution might they believe in?

2. Welcome! 5/10/10 Today’s Agenda Pre-Class & Roll Share Outs
Class Business (Friday’s Report)
Quick Notes
Reading Activity/Notes/HW
Today’s Objectives:
To analyze a text
To take critical notes
To write a brief response
Announcements:
Test is still on for Friday May 14th.
Study Guide Tomorrow!

3. Quick Notes…
Nonviolence was employed heavily during the early period of the Civil Rights Movement. (1955 – Early 1960s)
Leading up to the CRA of 1964 and into the late 1960s the ideas of movement changes
New younger generation, more impatient
Black Nationalism
Black Militancy -- “By Any Means necessary”

4. 2 Groups for the focus of Today
SNCC– Student Nonviolent Coordinating Committee
Early movement group (1960)
Got the younger generation involved…
Followed non-violence, but acknowledged that direct actions (increased resistance, confrontation) may be needed.

5. 2 Groups for the focus of Today
Black Panther Party (for Self Defense)
Later movement group (1968)
A “militant black nationalist group”
What does that mean?
Did a lot of good for local communities, but work was often overshadowed by “self defense” violence
FBI counter-intelligence efforts
White America feared Black Panthers

6. “Let the people decide.”
Group Mottos
“Let the people decide.”
“Power to the people.”

7. Reading Activity Similar style to previous Assignments: Read as class
“Sweep” for Vocab
Highlight/Underline
“Mark Up” Text
Fill Out Charts

8. Assignment – Informal response (min ½ page)
What are the two opposing views on how to create equality between races in 1960s America? Support your answer with 1 example from each mission statement. (Each example should demonstrate each opposing view)
Be sure to underline examples (2 total)
Explain and describe your examples thoroughly.
Don’t just say, “My first example is…”
Describe how your example relates to the 2 opposing views on creating equality