Brief discussion on Betty Friedan, “The Problem that has no name.”
Gender Discrimination Scenarios Activity
A look at the statistics:
Small group document analysis:
Today, we’ll break into small groups, and each group will research key leaders within the movement, who have been overshadowed or even erased from the dominant narratives of the Civil Rights Movement, owing to their gender or sexuality:
Rapid Research: In 4 small groups (17-20 mins):
Group 1: Grass Roots Leader:
Group 2: The Director:
Group 3: The Politician:
Group 4: The Brain Trust:
Present: (remaining 20 minutes remaining of class)
Civil rights activists Martin Luther King, Jr. and Malcolm X have a meeting of the minds as they wait for a press conference on 26 March 1964. (Photo by Universal History Archive/Getty Images)
Opening free write (3-5 minutes):
Excerpts from Malcolm X speeches on self-defense
Comparing Malcolm X and Martin Luther King, discuss first in pairs then as a class:
In the last 5 minutes of class, we’ll return to our initial question:
Left: Martin Luther King, Jr., in his office next to portrait of Mahatma Gandhi (The Martin Luther King, Jr. Research and Education Institute at Stanford University); right: King leading march from Selma to Montgomery of voting rights for African Americans. Beside King is John Lewis, Reverend Jesse Douglas, James Forman and Ralph Abernathy (ABC News).
Source: Gina Yang via KCUR.
Today, we will build from last class’ discussion of the NAACP’s legal challenging of segregation, and our initial exploration of the Brown v. Board of Education case.
Legal document analysis: Brown v. Board of Education
We will divide into three small groups to examine the primary text you read last night for homework:
Anticipate (entire class discussion):
Documentary: Eyes on the Prize:
Background on the election of 1948
Brief discussion on President Truman’s Remarks on Executive Order 9808 (Google Doc; assigned last night for homework)
Initial barometer exercise:
As a class, read and discuss “A Sanitized Past Comes Back to Haunt Trent Lott — and America.” from The New York Times: Learning Network.
Our goal for today’s class is two-fold. First we will work to reorient ourselves to a research mindset after the spring break. Second, we will identify and re-examine themes from Reconstruction that still defined the 1940s and 1950s South.
Introduction: Segregation and Jim Crow South in the 1940s-50s (Google Slides)
Discussion on selected articles
Last 5 minutes of class: