Central Question: Did individual African American activists spark the Civil Rights Movement?

The modern Civil Rights Movement is often marked as beginning with the 1954 U.S. Supreme Court decision banning school segregation or the day in 1955 when Rosa Parks refused to move from a bus seat in Montgomery, AL and ends with the passage of the 1965 Voting Rights Act or with the assassination of Dr. Martin Luther King, Jr. in 1968 (Or, more recently, with the election of President Barack Obama). In some textbooks, the context for this movement are the years following the 1896 U.S. Supreme Court case of Plessy V. Ferguson in which federal and state laws enforced legal racial segregation, to which the Civil Rights Movement was a response. The contemporary “story” of the Civil Rights Movement is that bad things did, indeed, happen to innocent African Americans who merely wanted to live the American dream but that individual racist men were responsible for the violence and Dr. Martin Luther King, Jr., Rosa Parks and the federal government (including individual U.S. presidents) solved the problem. Textbook glossaries fail to define racism and the root word “race” (a concept debated by scholars); They define segregation benignly with little reference to the ways in which northern and southern state governments and businesses systematically – and over the course of several decades – reinforced an ideology of white supremacy through violence. Other groups of people affected by these same laws and practices – including American Indians, Mexican Americans, Asian Americans and Pacific Islanders, Native Hawaiians, Native Alaskans, Jews and Arabs – are seldom included in textbook discussions of racism. These absences strip away the underlying motivation for collective anger and social action.
Textbook glossaries fail to define racism and the root word “race”
With the exception of Booker T. Washington and his public debates with W.E.B. Du Bois (who helped create the NAACP in 1909), there is little mention of the countless individuals and organizations in the first half of the 20th century who actively resisted white supremacist ideology and its practices such as lynchings, chain gang labor, sharecropping, the destruction of thriving business communities, and forcing people to leave town by sundown. Rather than addressing the outrage of systematically being denied basic human rights by the U.S. Supreme Court, while citizens in a democracy, textbooks suggest that individual African Americans were merely sad or angry because individual white people did not want to fight wars, play baseball, learn, ride public transportation or eat lunch with them. Connections between the fight for racial and economic justice are almost never identified in textbooks, such that the enforced poverty of large groups of people, and their social and political exclusion, are justified by their own personal inadequacies, or solely because of the color of their skin. Any efforts to form labor unions or to join with poor whites (such as the Southern Tenant Farmers Union in the 1930s) to gain economic power are overlooked in textbooks. Nor is there mention of anti-racism activism in the decades since the late 1960s, in the face of actions such as the Rodney King beating in California, the MOVE bombing in Philadelphia, the Atlanta child murders, the Bensonhurst and Howard Beach beatings, Bernard Goetz and Amadou Diallo killings in New York City, and the Jasper Byrd dragging in Texas. A more accurate telling would address directly the long and continuing river of racial oppression in the United States, and the organized resistance to swim upstream, if not to redirect the river. What is called The Civil Rights Movement might be more accurately called the Modern Civil Rights Movement, or the African American Southern Freedom Movement, to distinguish it from other social movements for citizenship, self-determination, sovereignty, fair treatment, full exercise of the rights articulated in the U.S. Constitution and Universal Declaration of Human Rights, and the freedom to exercise the ensuing responsibilities, such as voting.
The attempt to eliminate legal segregation was only one part of dismantling the continuing vestiges of institutionalized racism
The 1963 March on Washington was the March for Jobs and Freedom, not the “I Have a Dream March.” The leadership of women and youth was essential in gaining important victories such as the Birmingham Children’s March of 1963 and the Voting Rights Act of 1965. The tedious task of organizing thousands of people to change their attitudes, behaviors, votes, and spending habits determined more successful outcomes than did charismatic individuals. Mid-20th century racism came in faces other than the white-sheeted Klan member and the law enforcement officer with attack dogs and fire hoses. The attempt to eliminate legal segregation was only one part of dismantling the continuing vestiges of institutionalized racism, and American culture was partially transformed for the good by these attempts. In analyzing textbook accounts of the modern Civil Rights Movement, readers would do well to ask: What were the women and youth doing during this event? What were the connections to other movements, either in the U.S. or in other parts of the world? What form of institutionalized racism was the target of a particular organizing strategy? How did culture (or a clash of cultures) influence the strategy or outcome of an event? What were the visible and invisible organizing steps taken to produce a particular action? Did Dr. King say more than four words and if so, what was he saying? Some answers to these questions might be found in primary sources such as the oral histories of the women activists featured in Hands on the Freedom Plow: Personal Accounts by Women in SNCC, Holsaert, et. al. (eds.) (2010), or the CD entitled Dr. King: War, Peace, and Poverty. However, the most important lessons of the modern Civil Rights Movement will not be gained from passively reading textbooks. Examining primary sources will place students closer to the scenes of the modern Civil Rights Movement and its antecedent movements. Some examples of important primary sources are the evidence of sundown towns in Northern states (see Primary Source Sundown Town Signs), a letter from First Lady Eleanor Roosevelt regarding efforts to create a federal anti-lynching law (see Primary Source First Lady Eleanor Roosevelt’s Secret Letter [1936]), documents from the Mississippi Sovereignty Commission and COINTELPRO (see Primary Source Documents from Secret Government Spy Operations), and the text of various state and U.S. Supreme Court decisions (see Primary Source Legal Decisions [1896, 1922, 1923]). More importantly, students will learn more by “doing justice” – by examining the ways that racial oppression is still alive in their community institutions and acting strategically with one another to create racial, economic, social and political equity.
Primary Sources
Legal Decisions (1896, 1922, 1923)
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Sundown Town Signs

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First Lady Eleanor Roosevelt's Secret Letter (1936)
My dear Mr. White:
Before I received your letter today I had been in to the President, talking to him about your letter enclosing that of the Attorney General. I told him that it seemed rather terrible that one could get nothing done and that I did not blame you in the least for feeling there was no interest in this very serious question. I asked him if there were any possibility of getting even one step taken, and he said the difficulty is that it is unconstitutional apparently for the Federal Government to step in in the lynching situation. The Government has only been allowed to do anything about kidnapping because of its interstate aspect, and even that has not as yet been appealed so they are not sure that it will be declared constitutional.
The President feels that lynching is a question of education in the states, rallying good citizens, and creating public opinion so that the localities themselves will wipe it out. However, if it were done by a Northerner, it will have an antagonistic effect. I will talk to him again about the Van Nuys resolution and will try to talk also to Senator Byrnes and get his point of view. I am deeply troubled about the whole situation as it seems to be a terrible thing to stand by and let it continue and feel that one cannot speak out as to his feeling. I think your next step would be to talk to the more prominent members of the Senate.
Very sincerely yours,
Eleanor Roosevelt (sig)
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Documents from Secret Government Spy Operations

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“Sovereignty Commission Online Agency History.” From the Mississippi Department of Archives and History, Digital Collections. Accessed August 14, 2010.
Wolf, Paul. Student Non-Violent Coordinating Committee (SNCC). From International Rights Universal Rights. 2008. Accessed May 1, 2012.
“COINTELPRO FBI Domestic Intelligence Activities.” From What Really Happened. 2010. Accessed May 1, 2012.
Photo of the Occupation of Alcatraz Island by the American Indian Movement (1969)

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Annotated Bibliography
Primary Sources
Hartford, Bruce. Civil Rights Movements Veterans; and Michaels, Sheila B. List of Oral Histories. These websites present the stories of veterans of the modern Civil Rights Movement in their own words and represent a range of experiences and insights.
Holsaert, F.S., Noonan, M.P.N., Richardson, J., Robinson, B.G., Young, J.S. & Zellner, D.M., eds. Hands on the Freedom Plow: Personal Accounts by Women in SNCC. Chicago: University of Illinois Press, 2010. This book presents the personal stories of many women—African American, white, Latina, northern, southern, urban and rural—who were active with the formation and organizing of the Student Non-violent Coordinating Committee.
Martinez, E. Five Hundred Years of Chicana Women’s History. New Brunswick, NJ: Rutgers University Press, 2007. This thorough book documents—in photos, interviews, and profiles—the many Mexican American women throughout the centuries and across North America who have struggled for social justice.
University of Southern Mississippi. University of Southern Mississippi Center for Oral History and Cultural Heritage. Among the many oral histories on a range of subjects, the Center maintains an archive of over 150 oral histories of veterans of the modern Civil Rights Movement.
TWF Films. Aoki: A Documentary Film. 2009. This film chronicles the life (and especially the last five years) of Richard Aoki, a third-generation Japanese American who was one of the founding members of the Black Panther Party.
Secondary Sources
Egerton, J. Speak Now Against the Day: The Generation Before the Civil Rights Movement in the South. Chapel Hill, NC: University of North Carolina Press, 1994. This informative novel tell the story of story of Southerners who challenged the theory of white supremacy before the Supreme Court outlawed school segregation and before Rosa Parks refused to surrender her seat on a Montgomery bus.
Menkart, Deborah, Alana Murray, and Jenice L. View, eds. Putting the Movement Back into Civil Rights Teaching: A Resource Guide for Classrooms and Communities. United States: McArdle Printing, 2004. This book contains K-12 lessons, primary sources, teacher reflections on teaching about the modern Civil Rights Movement, poetry, photos, and essays to help teachers construct more meaningful approaches to this period in history. The companion website published by the Poverty and Race Research Action Council and Teaching for Change includes supplemental materials and many primary sources as well.
Payne, Charles M. and Adam Green. Time Longer than Rope: A Century of African American Activism, 1850-1950. New York: New York UP, 2003. This book documents the range of efforts by African Americans to preserve the promises of the post-Civil War and Reconstruction and regain the rights lost to the legal segregation and violence of the first half of the 20th century.
Ransby, Barbara. Ella Baker and the Black Freedom Movement: A Radical Democratic Vision. Chapel Hill, NC: University of North Carolina Press, 2003. One of the many brilliant strategic thinkers and social justice organizers of the 20th century, Ella Baker was also central to many of the successes of the modern Civil Rights Movement, including as a field director of the NAACP, as the first executive director of the Southern Christian Leadership Conference, and as the “godmother” of the Student Nonviolent Coordinating Committee.
Salomon, Larry R. Roots of Justice: Stories of Organizing in Communities of Color. San Francisco: Chardon Press Series/Jossey Bass, 2003. This book documents some of the social and racial justice struggles of American Indians, Asian Pacific Islanders, Latino/as, and African Americans in the United States, dating to before the 19th century.
Teaching for Change and Rethinking Schools. Zinn Education Project. Promotes the use of Howard Zinn’s A People’s History of the United States and other primary and secondary materials to introduce students to a more accurate, complex, and engaging understanding of United States history that is found in traditional history textbooks and curricula.
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