The Modern Civil Rights Movement: A River of Purposeful Anger

Question

Did individual African American activists spark the Civil Rights Movement?

Textbook Excerpt

Textbooks are silent about defining race and racism, even though the modern Civil Rights Movement and its antecedent movements were efforts to challenge and eliminate racism. 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.

Source Excerpt

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. Too often Dr. King is represented in textbooks as the person who was sent to save African Americans from racism, or the most powerful leader of the modern Civil Rights Movement, or as a political moderate. Instead, he was one of many powerful leaders.

Historian Excerpt

Textbooks 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.

Abstract

Textbooks present the modern Civil Rights Movement in the same way as other U.S. social movements -- a spontaneous, emotional eruption of saintly activists led by two or three inspired orators in response to momentary aberrations in the exercise of democracy. In particular, textbooks imply that, until World War II, African Americans had been relatively content with social, economic, and political conditions in the U.S. Then, suddenly, African Americans were angered that they could not fight on battlefields, play baseball, attend schools, or sit on buses with whites. Further, African Americans were the only people to observe and protest these conditions. Finally, to act on their discontent, African Americans required instructions from a benevolent federal government, or a single charismatic or sympathetic leader. A more accurate telling of the story of the modern Civil Rights Movement indicates that the “river of purposeful anger” has been long, wide and well populated.

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.

Anthony Pellegrino on Teaching Segregated History

Date Published
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Photo, Washington, D.C. Science class, Mar. 1942, Marjory Collins
Article Body

For a time early in my teaching career, I lived in the historically black neighborhood in St. Augustine, FL, known as Lincolnville, which had been the home to prominent black civil rights leaders Henry and Katherine "Kat" Twine as well as the location of several stops by Martin Luther King, Jr. during the 1950s and 1960s. About three blocks from my house was the Excelsior School which served black students from the neighborhood and surrounding areas from the early 20th century to the late 1960s. I passed by the building every day on my way to teach history at a high school some 30 years after integration. After living in the neighborhood, I learned that the Excelsior building had ceased operation as a school after the 1967–68 school year when its students were finally integrated. The state took over the building some time after and used it for offices during the 1980s, but it was vacant for much of the decade before I moved into the area.

I learned that many prominent black leaders were educated at this school.

I had an idea to use a room or two in the building to provide some after-school tutoring. You see, several of my students lived in this neighborhood. Some had struggled academically and a few had dropped out. I would see them, unemployed and idle on the streets at all hours. This neighborhood, which had seen hard times economically and socially since its heyday in the 1950s as an African American business hub was, by then, riddled with drugs and occasional violence. My goal was to operate a class to prepare my former students and any other neighbors for a high school diploma through the GED test. In my search for access to this historic building I learned that a former teacher and school board member was just beginning the process of renovating the property to become a museum and cultural center for the neighborhood. As I began the program, I learned more about the school and the education its teachers provided. I learned that many prominent black leaders were educated at this school. I learned that (when allowed) this school not only competed favorably with surrounding white schools in athletics, but academics as well. The artifacts, including photographs, newspaper articles, and yearbooks that were being gathered for the museum, presented a vibrant school with classroom and hallway walls covered in empowering posters and exemplary student work, a decorated debate team, Latin club, and more.

Digging Deeper

As a history teacher I was intrigued. The narrative of segregated education as presented in the textbook I used showed none of this. In my undergraduate studies in history education, I learned little beyond the traditional narrative. My students came away from my classroom with the idea that, without qualification, black schools were inferior, and I was complicit in their misunderstanding. The message was that only with integration were black students given the opportunity to get a quality education. I realized that this message failed to dig deep enough. It failed to present the complexities that existed in these disparate systems, to recognize the education that was occurring in spite of remarkable challenges. Students need opportunities to challenge the traditional narrative, and this topic is well suited to illustrate that opportunity.

The narrative of segregated education as presented in the textbook I used showed none of this.

Since my time at Excelsior, I have had the opportunity to talk with some former students, teachers, and administrators who shared stories from their time there. What I found from these interviews echoed the themes discovered by Vanessa Siddle Walker in her extraordinary meta-analysis of articles related to segregated schools from the Fall 2000 issue of the American Educational Research Association journal. Her findings showed that schools in segregated communities were not only centers of education but also often fundamental to neighborhood cohesiveness. Along with fostering nurturing learning environments with high academic expectations, these schools often served as community centers, social gathering places, and information hubs.

Encouraging Students to Challenge and Discover

In the interest of presenting our students with a more inclusive history, teachers can presents sources to students that challenge the idea that the black community was incapable of providing quality education to their students and that only through integration into the white school system were black students able to receive a worthwhile education. With review of articles such as Siddle Walker's, teachers themselves can become more knowledgeable about the historiography of segregated education beyond the traditional narrative. Through examination of web resources from the Library of Congress, the National Archives, and others, teachers can show that even in the face of inadequate facilities and tremendous societal discrimination, many of these schools educated generations of future teachers, doctors, lawyers, civil rights leaders, and informed and active democratic citizens with constructive learning environments and challenging curriculum. For instance, "Education Resources on School Desegregation" on the National Archives website provides useful resources as well as implementation ideas and strategies for the classroom.

Allowing students the chance to discover sources for themselves, which open up this more nuanced paradigm, can also serve as an entry into this topic and provide experience in moving beyond the textbook when examining the past. Students may begin by using keywords such as "segregation and education" in the Library of Congress site to get started in their search to challenge the traditional narrative of African American education.

The Spirit of Good History

The notion that a segregated school system is moral or even tenable is nonsensical. Schools that educated black children during the Jim Crow era struggled with inferior facilities and resources. However, in the spirit of good history, teachers have an opportunity, within the theme of racial segregation, to challenge the traditional narrative that separate and unequal education extended to the abilities and desires of teachers, administrators, and parents to provide their students with quality education.

Bibliography

Walker, Vanessa Siddle. "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics." Review of Educational Research 70:3 (Fall 2000): 253-285.
Links to Siddle Walker's abstract as well as other full-text articles related to the segregated school experience.

Walker, Vanessa Siddle. "Dr. Emilie Vanessa Siddle-Walker." Caswell County Historical Association. Accessed June 2, 2011.
Siddle Walker's biography with several references.

Morris, Jerome. "Research, Ideology, and the Brown Decision: Counter-narratives to the Historical and Contemporary Representation of Black Schooling." 2008. Teachers College Record. Accessed 2 June, 2011.http://www.tcrecord.org/Content.asp?ContentID=14616
Jerome Morris's Teachers College Record article.

For more information

This American Association of Colleges for Teacher Education (AACTE) curriculum guide and PBS website include some material on segregated schools.

The Library of Congress looks at the history of segregated schools— as does the National Archives—and you can find more about Brown vs. Board with a quick search of our site.

Civil Rights Sit-in

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Photo, Greensboro Woolworth's Seat Counter, Intl Civil Rights Ctr. and Museum
Question

When did the Jackson, Mississippi sit-in take place? Was it before or after Woolworth's ended its segregation?

Answer

The practice of segregated seating at Woolworth’s lunch counters gained national headlines after the Greensboro (NC) sit-ins of 1960. Woolworth’s declared it would continue to abide by its official policy of following “local custom” (i.e. segregated seating in the South). Even as they reported “progress” from time to time in the number of integrated stores in the Woolworth’s chain, they did not abandon the “local custom” policy.

On May 28, 1963, civil rights activists staged a sit-in at the Jackson, Mississippi Woolworth’s lunch counter to protest its segregated seating. There were, at first, two African American women and one African American man from nearby Tougaloo College who took a seat at the lunch counter. They were later joined five other Tougaloo students and professors, white and black. The protestors were attacked by a white mob that punched, spat, screamed obscenities, poured hot coffee, syrup, salt, pepper, and mustard over the protestors until the police, who had been standing idly by, moved in. The vivid pictures from the event turned a local protest into a mass movement against segregation in Jackson.

The sit-in galvanized Jackson’s black community and caught the attention of the Kennedy Administration. Two weeks later, one of the movement’s leaders, Medgar Evers of the Southern Christian Leadership Conference, and a World War II veteran, was murdered in Jackson by local Ku Klux Klan member Byron De La Beckwith, putting even greater pressure on local leaders and the Kennedy Justice Department to ease tensions. The Kennedy Administration helped broker an agreement between local African American leaders and the mayor’s office to promote a few black city workers and to hire a small number of black police officers to patrol their own neighborhoods. In return, the local leadership of the black community agreed to call off protests and demonstrations, much to the chagrin of younger African American activists.

Hoping to avoid further disturbances, the owner of the Jackson Woolworth’s closed the lunch counter shortly after the sit-in. Public accommodations in Jackson remained segregated until passage of the Civil Rights Act in July 1964. Woolworth officials at that time announced that the company would “now be able to serve all its customers in all its stores on a desegregated basis.”

For more information

Branch, Taylor. Pillar of Fire: America in the King Years, 1963-1965. New York: Simon and Schuster, 1998.

Moody, Anne. Coming of Age in Mississippi. New York: Bantam Dell, 2004.

International Civil Rights Center and Museum

Pitrone, Jean Maddern. F. W. Woolworth and the American Five and Dime: A Social History. Jefferson, NC: McFarland & Company, Inc., 2007.

Veterans of the Civil Rights Movement *for iconic images of the sit in scroll to the bottom half of the page*

Bibliography

Civil Rights in America: Racial Desegregation of Public Accommodations. The National Historic Landmarks, Cultural Resources, National Park Service, U.S. Department of the Interior, Washington, D.C. (accessed December 1, 2010).

Dittmer, John. Local People: The Struggle for Civil Rights in Mississippi. Champaign, IL: University of Illinois Press, 1994.

“Jackson Seizes 19 in Racial Protest.” New York Times, May 30, 1963.

“Woolworth Posts Sales Gain, Defends Exclusion of Negroes.” New York Times, May 19, 1960.

Wright, Gavin. “Southern Business and Public Accommodations: An Economic-Historical Paradox.” Paper presented at Business History Conference, Sacramento, California, April, 2008.

“3 In Sit-In Beaten At Jackson Store.” New York Times, May 29, 1963.

The Malcolm X Project

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Photo, Introductory graphic, The Malcolm X Project
Annotation

This site is dedicated to the study of the life and legacy of Malcolm X. Only one of three "initiatives" is publicly available (Columbia faculty, staff, and students may also access the site's "multi-media study environment" section). "Oral histories," "outreach," and "Malcolm X biography project" are under construction. A chronology traces Malcolm's life from his birth in May 1925 to his assassination in February 1965, with short entries on major events. "Government Documents" offers FBI files on Malcolm X—4,000 pages of surveillance reports—covering the period 1954 to 1964. A brief summary accompanies each report and the files can be searched by keyword. The site's project journal, focusing on particular themes and issues, has seven articles on Malcolm X and eight weblog postings. Additionally, the site offers an e-seminar "Life after Death: Malcolm X and American Culture" by Columbia professor Dr. Manning Marble for a fee (available free to Columbia faculty, staff, and students). When this site is completed, it will be a good starting point for researching the ideas and life of Malcolm X.

Slavery and the Making of America

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Image, Graphic from Religion, Slavery and the Making of America
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This extensive companion to the PBS documentary of the same name provides interpretive and primary material on the history of African-Americans during slavery and Reconstruction, including essays, personal narratives, original documents, historical readings, and lesson plans. The "Time and Place" chronology of slavery and Reconstruction places the main events of U.S. history relating to African Americans between 1619 and 1881 in their historical context. "Slave Memories" allows visitors to hear the voices of African Americans recorded by the Works Progress Administration (WPA) on their experiences in slavery and Reconstruction. "Resources" includes 17 print resources, 23 books for children, and 30 websites related to slavery. "Slave Experience" allows users to explore slave life through the themes of legal rights and government; family; men, women, and gender; living conditions; education, arts, and culture; religion; responses to enslavement; and freedom and emancipation. Each features essays, historical overviews, original documents, and personal narratives.

A K-12 learning section features historical readings of narratives, slave stories and letters, student plays, links to 19 sites with primary sources, and six lesson plans for middle and high school. This website is a valuable resource for teachers as well as an excellent introduction and overview for those with an interest in the history of slavery and slave life in America.

Seattle Black Panther Party History and Memory Project

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Photo, Seattle Black Panther Party History and Memory Project
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In 1968, the Black Panther Party for Self Defense established a chapter in Seattle, one of the first outside of California. This website, devoted to portraying the history and collecting the memories of that chapter, is "the most extensive online collection of materials" for any Black Panther Party chapter. It includes 13 oral histories and brief biographies of key Black Panther Party members, 53 photographs documenting Black Panther events in the late 1960s, more than 100 news stories covering Party activities from 1968 to 1981 (four years after the Party was dissolved), testimony and exhibits from the 1970 Congressional Hearings investigating the Party, and all five issues of the Seattle Black Panther Party "Bulletin." A "Slide Show" highlighting some of these materials is a good place to begin for those unfamiliar with Black Panther Party history.

This website is part of the larger Seattle Civil Rights and Labor History Project, which provides extensive materials that can serve as historical context, such as a guide to civil rights groups from the 1910s to the 1970s, 14 2,000-word essays on the ethnic press in Seattle, 13 other "Special Sections" on topics such as segregation in Seattle, and 37 in-depth essays on historical topics such as the Ku Klux Klan in the 1920s. In addition, a "For Teachers" section provides eight lesson plans using the website's material for middle and high school students.

Negroes With Guns: Rob Williams and Black Power

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Photo, Rob Williams with Mao Zedong, Negroes with Guns
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This website is a companion to the PBS show on Rob Williams and the Black Power movement. Rob Williams was "the first African American civil rights leader to advocate armed resistance to racial oppression and violence." His radio program for blacks in the South "Radio Free Dixie," broadcast from exile in Cuba, "included cutting-edge music by African American artists, news from the front lines of the black freedom movement and fiery editorials by Rob Williams that railed against 'rump-licking Uncle Toms' and 'Ku Klux Klan savages.'"

The site offers a description of the film along with the film trailer. It also includes a short biography of Rob Williams with several images, as well as background information on "Radio Free Dixie" with ten audio clips including four excerpts from the show and six music clips. "Learn more" includes links to 12 related websites and six books on Black Power, Radio Free Dixie, Rob Williams, and black revolutionaries. A good starting point for research on Williams and his role in the Black Power movement.

Lest We Forget: The Triumph Over Slavery

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Image, Frederick Douglass, c. 1817-1895, NYPL
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This attractive exhibit utilizes essays and more than 140 images to explore the 400-year history of slavery in the Americas. The site reminds us that together "the slave trade and slavery represented one of the longest, most sustained assaults on the dignity and self-worth of human beings in the history of humankind." The site's home page offers an introductory essay that presents the central themes of the exhibit. The site is centered around nine thematic presentations on the forging of common identities in slavery; the enslavement process in Africa; the transatlantic slave trade; slave labor and slave systems; the struggle against slavery and the abolition of slavery; family life and social development; religion; language, literacy, and education; and culture. Each image is accompanied by an explanatory caption. There is no search feature available on the site. An informative overview of slavery in the Americas, the site is also of interest to those studying African-American culture.

Finishing the Dream: Learning from the Civil Rights Era

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Screenshot, Remembering the Godmother of Civil Rights. . . , Finishing the Dream
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This subsection of the NBC Learn website offers 132 streaming short videos related to the civil rights movement.

Videos include commentaries following major events (closely or years in retrospect), original testimonies, and video of events such as the signing of the Voting Rights Act of 1965. Topics include Emmett Till, bus boycotts, Brown v. Board of Education, the Freedom Riders, Little Rock, African American attendance at the University of Mississippi, Medgar Evers, the March on Washington, the Birmingham Church Bombing, Malcolm X, 1964 voter registration volunteer disappearances, and King's assassination.

The last section, Finishing the Dream, contains footage from four town hall events, which brought together activists, educators, religious leaders, and high school and college students for discussion of issues related to the civil rights movement.

The 132 videos are divided into subsections by year, beginning with 1954 and continuing through 1968. All videos include a transcript. Select the clip, and the word "transcript" will appear to the right of the video. Click it to bring up a scrollable transcript alongside the film.

You may also be interested in exploring further on the NBC Learn website. However, the majority of the content is subscription-based. You can sign up for a 30-day free trial, though, in order to test the waters.

Civil Rights in Mississippi Digital Archive

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Photo, V. J. Gray and L. Cress, Herbert Randall, 1964, Civil Rights in Miss...
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These 150 oral history interviews and 16 collections of documents address the civil rights movement in Mississippi. Interviews were conducted with figures on both sides of the movement, including volunteers and activists as well as "race-baiting" Governor Ross Barnett and national White Citizens Council leader William J. Simmons.

Document collections offer hundreds of pages of letters, journals, photographs, pamphlets, newsletters, FBI reports, and arrest records. Approximately 25 interviews also offer audio clips. Users may browse finding aids or search by keyword. Six collections pertain to Freedom Summer, the 1964 volunteer initiative in Mississippi to establish schools, register voters, and organize a biracial Democratic party. One collection is devoted to the freedom riders who challenged segregation in 1961. Four explanatory essays provide historical context. Short biographies are furnished on each interviewee and donor, as well as a list of topics addressed and 30 links to other civil rights websites.