11 Overview of “We the People” Student Edition 6 Crowd attempts to impede police arrests outside the Stonewall Inn in New York City’s Greenwich Village, June 28, 1968. Photo by Joseph Ambrosini, reproduced with permission from the New York Daily News Archive via Getty Images. Getting Ready Make a Prediction Read the Learning Outcomes and Essential Questions and make a prediction about what you will learn in this CIVIC Inquiry Kit. Activate Prior Knowledge What is your understanding of the American Civil Rights Movement? Who is included? Who is excluded? Which discriminatory laws, policies, and cultural practices have been challenged in the past? By whom (individuals, organi- zations, or groups)? What were their methods for challenging the discriminatory practice? 11 10 1a. Give Voice to History Project voice: _______________________________ 2a. List the names of your sources and website links, and note any important information while considering the following questions: ● What do you notice first? ● What is the perspective? ● What surprises you? ● Who or what is the focus? ● How/why is this relevant to American civil rights? ● Which civic leaders were involved? How? ● What laws were in place that can connect to this source material? ● What were the possible motivations to create this? Lenses of Analysis Tool 1b. Close Listening Activity: ● What do you notice first? ____________________________________ _____________________________________________________________ ● Do you hear any background noises? ___________________________ _____________________________________________________________ ● Are any words unfamiliar to you? _____________________________ _____________________________________________________________ ● What other details do you notice? _____________________________ _____________________________________________________________ ● Describe the person’s personality. _____________________________ _____________________________________________________________ ● What problem does this person discuss? ________________________ _____________________________________________________________ 2b. 1. Source: ____________________________________________________ _____________________________________________________________ Notes: _______________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 2. Source: ____________________________________________________ _____________________________________________________________ Notes: _______________________________________________________ _____________________________________________________________ _____________________________________________________________ 3a. Important information from the sources you researched in connection to the lens of _______________________________ 4a.What more do you want to know? 3b. 1. ___________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 2. ___________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 4b. 1. ___________________________________________________________ _____________________________________________________________ 2. ___________________________________________________________ _____________________________________________________________ 3. ___________________________________________________________ _____________________________________________________________ 13 Contextualizing the American Civil Rights Movement Chart Directions: Use your Lenses of Analysis Tool to complete column 1 of the chart below. Use your knowledge of the Ameri- can Civil Rights Movement that is relevant to, but not limited to, women, gender, the differently abled, indigenous people, people of color, and new immigrants and refugees to complete column 2. Suggested intersections and connections: Perry Watkins/Loving v. Virginia, Morty Manford/Bayard Rustin, Sylvia Rivera/Rosa Parks, Ellen DeGeneres/Jason Collins. Give Voice to History Project voice: ________________________________________________ 1. Which discriminatory law, policy, or cultural practice did this individual challenge? ________________________________________________ ________________________________________________ ________________________________________________ 2. Explain whether the discriminatory practice was de jure (in law) or de facto (in fact). ________________________________________________ ________________________________________________ ________________________________________________ 3. Which method or strategy did this individual use to challenge the discriminatory law, policy, or cultural practice? ________________________________________________ ________________________________________________ ________________________________________________ Intersections and connections: Identify another individual or group within the American Civil Rights Movement who challenged a similar discriminatory law, policy, or cultural practice. Provide three (3) explanations of how this individ- ual or group is similar to the Give Voice to History Project voice. Name of individual or group: _____________________________________________ 1. ___________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ 2. ___________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ 3. ___________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ 14 Methods of Challenging Discrimination Analysis Chart Directions: Individually or in small groups, use your knowledge of the American Civil Rights Movement that is relevant to, but not limited to, women, gender, the differently abled, indigenous people, people of color, and new immigrants and refugees to complete columns 1, 2, 3, and 4. Use your Lenses of Analysis Tool and Contextualizing the American Civil Rights Movement Chart to complete column 5. Suggested examples: the 1963 March on Washington for Jobs and Freedom, Black Panther Party, American Indian Movement National Day of Mourning, and the Patsy Mink Equal Opportunity in Education Act (Title IX). 1 Individual, organization, or group Bayard Rustin and A. Philip Randolph organized the March on Washington for Jobs and Freedom, August 28, 1963 2 Discriminatory law, policy, or cultural practice Discrimination and segregation in employment, housing, and public accommodations; police brutality 3 Explain whether the discriminatory practice was de jure or de facto De jure: Jim Crow laws were still enforced De facto: police brutality 4 Method or strategy used to challenge discriminatory law, policy, or cultural practice Peaceful march and public gathering 5 Connection to another historical event related to Gay Rights and the LGBT movement 15 Discussion In a small group or whole class discussion, engage with the Essential Questions, additional suggested discussion questions, and questions that arose for you during your primary and secondary source analysis. Cite evidence from your research and reference your Contextualizing the American Civil Rights Move- ment Chart and Methods of Challenging Discrimination Analysis Chart to support your answers. Essential Questions ● Is there one America or many? ● Is the United States moving toward or away from its foundational ideals? Student-Generated Questions What questions arose during your research connected to the Give Voice to History Project oral histories? (Choose one question from 4b in your Lenses of Analysis Tool for each Give Voice to History Project voice you explored.) Perry Watkins Morty Manford Sylvia Rivera Ellen DeGeneres Additional Suggested Discussion Questions ● Has America lived up to the vision of Dr. Martin Luther King, Jr.? ● What were the actions and values of the American Counterculture and New Left in the 1960s? ● How do federal, state, and local legislation affect de jure and de facto discrimination? ● What is a current issue that is important to you and connected to your research?