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Competing Voices of the Civil Rights Movement—Curriculum Unit Overview—IntroductionWhen most people think of the Civil Rights Movement in America, they think of Martin Luther King, Jr. Delivering his "I Have a Dream" speech on the steps of the Lincoln Memorial in 1963 and receiving the Nobel Peace Prize the following year secured his fame as the voice of non-violent, mass protest in the 1960s. But "the Movement" achieved its greatest results—the 1964 Civil Rights Act and the 1965 Voting Rights Ac—due to the competing strategies and agendas of diverse individuals. Even black Americans, the primary beneficiaries of this landmark legislation, did not agree on the tactics that should be used to secure the equal protection of their rights. This unit presents the views of several important black leaders who shaped the debate over how to achieve freedom and equality in a nation that had long denied a portion of the American citizenry the full protection of their rights.Martin Luther King, Jr. first came to national prominence through his leadership of the Montgomery bus boycott in 1955-56, which helped desegregate public transportation in Montgomery, Alabama. A gifted preacher and committed pacifist, King thought that non-violent, direct action against racial segregation provided the best means of securing the full integration of blacks into the mainstream of American life. As he wrote in his famous "Letter from Birmingham Jail," "I have consistently preached that nonviolence demands that the means we use must be as pure as the ends we seek." The connection between means and ends was not lost on a competing voice in the debate over civil rights—Joseph H. Jackson. The president of the National Baptist Convention from 1953 to 1982, Jackson argued that black Americans could not afford to use methods that would "substitute panic and anarchy in the place of law and order." In particular, Jackson thought that civil disobedience undermined the very goal of the Civil Rights Movement—the full protection of the law for all citizens. More constructive, less provocative, means should be pursued by black Americans to promote progress in a nation with a majority-white population. It was precisely the white population of America that Malcolm X took issue with in the years he served as chief spokesman for the Nation of Islam (sometimes referred to as the Black Muslims). Believing that blacks were God's chosen people, Malcolm X preached that they should separate from whites, who were destined for divine punishment because of their longstanding oppression of blacks. As he once remarked, "You don't integrate with a sinking ship." Whites had proven they were long on professing and short on practicing their ideals of equality and freedom, and so Malcolm X thought only a separate nation for blacks could provide the basis for their self-improvement and advancement as a people. Upon completing this unit, students should have a better understanding of the diversity of voices that shaped the debate over civil rights in 1960s America. Guiding Questions
Learning ObjectivesAfter completing this unit, students should be able to:
Preparing to Teach this Curriculum UnitReview the lesson plans in the unit. Locate and bookmark suggested materials and links from EDSITEment reviewed websites used in this lesson. Download and print out selected documents and duplicate copies as necessary for student viewing. Alternatively, excerpted versions of these documents are available as part of the downloadable PDF files.Download the Text Documents for the lessons, available as PDF files. These files contain excerpted versions of the documents used in each lesson, as well as questions for students to answer. Print out and make an appropriate number of copies of the handouts you plan to use in class. Analyzing primary sourcesIf your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress (#) includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets.Unit Lesson PlansEach lesson in this unit is designed to stand alone; taken together they present a spectrum of alternative approaches to securing civil rights. If there is not sufficient time to use both lessons in the unit, either lesson can be useful in teaching students about Martin Luther King, Jr. by showing how his ideas contrasted with that of important, opposing voices of the Civil Rights Movement. The first lesson presents a debate between two Baptist ministers (King and Joseph H. Jackson), both loyal to the United States but proposing alternative methods to promoting civil rights. The second lesson offers a debate between two black preachers from two different religions and with opposing loyalties with regards to America (King and Malcolm X), with one seeking greater inclusion in the American way of life and the other proposing a separate nation for blacks.Lesson Plan 1: Martin Luther King, Jr. and Nonviolent Resistance: To Obey or Not to Obey?Lesson Plan 2: Black Separatism or the Beloved Community? Malcolm X and Martin Luther King, Jr., on the Future of American Race RelationsSelected EDSITEment Web Sites
Standards Alignment View your state’s standards |
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