15 Sample Answer Keys Contextualizing the American Civil Rights Movement Chart Directions: Instruct students (individually, in small groups, or as a jigsaw) to use their Lenses of Analysis Tool to complete column 1 of the chart below. Students will use their 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 column 2. Suggested intersections and connections: Perry Watkins/Loving v. Virginia (see possible answers below), Morty Manford/Bayard Rustin, Sylvia Rivera/Rosa Parks, Ellen DeGeneres/Jason Collins. Give Voice to History Project voice: Perry Watkins 1. Which discriminatory law, policy, or cultural practice did this individual challenge? a. Discriminatory practice of enlisting people of color (during the Vietnam War) despite the individual responding “yes” to the Army entrance form question, “Are you a homosexual?” b. The Army did not enforce its policy banning homo- sexuals from military service and denied Watkins’s three requests for discharge. c. The Army did not conduct an investigation of the individuals responsible for assaulting Watkins, but instead investigated whether or not Watkins was a homosexual. d. The Army discharged Watkins after 15 years of exemplary service because he was an admitted homosexual. 2. Explain whether the discriminatory practice was de jure (in law) or de facto (in fact). a. De jure: The U.S. military policy banned homosexuals from military service. b. De facto: The Army enlisted Watkins despite his state- ment that he was a homosexual; the individuals who assaulted Watkins were not investigated; and Watkins was denied the opportunity to work as a chaplain’s assistant because he was an admitted homosexual. 3. Which method or strategy did this individual use to challenge the discriminatory law, policy, or cultural practice? Watkins sued the U.S. Army, arguing that banning gays and lesbians from military service was unconstitutional. 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: Mildred Jeter and Richard Loving Loving v. Virginia (1966) Supreme Court case 1. Both Loving v. Virginia and Watkins v. U.S. Army ruled the equal protection clause of the 14th Amendment was violated (anti-miscegenation law and ban on gays and lesbians serving in the military). 2. The Lovings were found guilty (1958) of violating the anti-miscegenation law in Virginia, but their one-year jail sentence would be suspended if they agreed to leave the state for 25 years. Similarly, the Army denied Watkins the opportunity to serve as a chaplain’s assistant for being an admitted homosexual, but did not bar him from serving in a different occupation in the military. 3. The Lovings and Watkins were honest and lived openly, despite anti-miscegenation laws and the ban on homo- sexuals serving in the military.