Overview
Main Ideas
The passage of the Civil Rights Act of
1964 provides the teacher and student with
a departure point for the study of a variety
of topics. The legislative process can be
examined in detail through an individual
research project or as a class activity conducting a mock session of Congress. A biographical study of Everett Dirksen or another member of Congress will depict a fascinating life and an insight into the mechanics
of government. Possibly the greatest opportunity is in the study of civil rights. The
material lends itself to numerous activities
and methods that probe the long struggle
for economic, political, and social equality
in America.
Connection with the Curriculum
Both U.S. history and civics courses are
appropriate settings for the study of civil
rights. Also, the topic can be easily adapted
to an interdisciplinary study with a language
arts class.
Teaching Level
Grades 7-12, but adaptable to other
grade levels
Materials for Each Student
• Handout 1
• Handout 2, Part 1 and Part 2.
Objectives for Each Student
Activity 1 -
Political Cartoon (see page 53)
• To understand the elements and
purposes of political cartoons
• To learn an analytical approach to
political cartoons
• To illustrate key elements of the civil
rights movement of the 1950s and
1960s
Activity 2 -
Burke Marshall letter (see page 54)
• To understand the distinct functions
Senator Dirksen (seated, left)
joins other senators to celebrate
passage of the cloture, which
ended debate on the Civil Rights
Act of 1964.
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of the three branches of the federal
government
• To understand the role of "Freedom
Riders" in the civil rights movement
• To understand the levels of governmental responsibility under federalism
SUGGESTIONS FOR
TEACHING THE LESSON
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Opening the Lesson
Activity 1
Read the content portion of this article.
Discuss the various aspects of civil rights
over the course of U.S. history. Place
emphasis upon the period after World War II
as the civil rights movement gained momentum. Supplement discussion with the films
"Eyes on the Prize" and/or "America's Civil
Rights Movement."
Developing the Lesson
Review with the students the essential
elements of a political cartoon: editorial,
caption, characters, and symbols. As a
whole class, practice identifying the elements from sample cartoons on an overhead projector. Place an overhead of the Dirksen political cartoon on the projector.
Analyze the cartoon with the class as a
whole or in small groups. The task is to
identify the essential elements of a political
cartoon.
• Instruct the students to create a
political cartoon illustrating an aspect
of the civil rights movement.
• Instruct the students to include the
essential elements of a political
cartoon.
Concluding the Lesson
Students may wish to present their
cartoon to the class, or all the cartoons
could be displayed for the whole school
and visitors to observe.
Extending the Lesson
The students may extend the lesson in
two ways. First, they may wish to examine
the civil rights movement in more detail. The
school or local public library would have
more resources available to study the topic
in further depth. Second, the students may
bring in political cartoons from periodicals,
newspapers, or other publications for extra
credit.
Assessing the Lesson
A rubric that identifies how well students
met certain criteria regarding the content of
the cartoon and the elements of a political
cartoon would accurately measure student
learning.
Opening the Lesson
Activity 2
Activity 2 is opened in the same manner
as Activity 1.
Developing the Lesson
The letter from Burke Marshall to
Senator Dirksen can be approached from
one of several perspectives. The instructor
may wish to focus upon the activities of the
"Freedom Riders" in the early 1960s and a
citizen's responsibility in protecting civil
rights for all Americans.
The constitutional aspects of Marshall's
letter offer other approaches. The separation of powers between Congress and the
executive branch is a subtle theme of the
letter. Also, Marshall is much more direct
in his explanation of where authority rests
in law enforcement. This is an excellent
example of federalism in action.
The approach the instructor takes will
determine how the "Document Analysis
Worksheet" will be tailored. Students, individually or in small groups, can analyze
the letter using the analysis worksheet as
a guide.
Concluding the Lesson
As each student or group of students
report their findings, a recorder can write
them on the board for whole group analysis
and discussion.
Extending the Lesson
Employ the "Document Analysis
Worksheet" (page 55) to examine other
primary materials related to the civil rights
movement. Libraries, textbook supplements, and commercial publications are
sources for such documents.
Assessing the Lesson
Assign an essay that focuses on one or
more of the three main themes of the letter.
The two most thought-provoking aspects of
the letter—the Freedom Riders, and individual responsibility and where authority for
law enforcement should rest—beg for evaluation and a conclusion from the student.
52
Copyright Washington Post, reprinted by permission of the Washington D.C. Public Library
53
Honorable Everett McKinley Dirkson
United States Senate
Washington, D. C.
Dear Senator Dirkson;
This is in reply to your recent communication
to this Department regarding protection for students and
others who are working on civil rights problems in the
South this summer.
This Department shares your concern that these
workers not be subjected to unlawful harassment or
violence. However, the enforcement of state and local
laws is the responsibility of state and local officials.
The Federal Government has no authority to provide
ordinary police protection.
Recently, the Department of Justice increased
its investigation of terrorist activities in the State
of Mississippi. At the same time the number of attorneys
assigned to civil rights matters in that region was
increased. These steps were taken at the direct request
of the President, acting upon the recommendation of the
Attorney General. Not long ago, a number of individuals
was arrested for violation of federal law in connection
with the intimidation and harassment of civil rights
workers.
The primary responsibility for law enforcement rests, of course, with the State of Mississippi.
The Federal Government has no authority to provide
ordinary police protection. Whatever federal law
enforcement personnel are used should supplement and
assist the local authorities, not substitute for them.
Sincerely,
BURKE MARSHALL
Assistant Attorney General
Civil Rights Division
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1. TYPE OF DOCUMENT (check one):
__ Newspaper
__ Letter
__ Patent
__ Memorandum
__ Interview
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__ Map
__ Telegram
__ Press Release
__ Report
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__Advertisement
__ Census Report
__ Congressional Record
__ Other
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2. UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT:
__ Interesting letterhead
__ Handwriting
__ Seals
__ Other
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__ Notations
__ Signatures
__ Marks, cuts, colorations
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3. MAPS, CHARTS, GRAPHS AND OTHER VISUAL AIDS: ________________
4. DATE(S) OF DOCUMENT:________________________________
5. AUTHOR OF THE DOCUMENT: _____________________________
POSITION (TITLE): ___________________________________
6. DOCUMENT INFORMATION:
A. List three things the author said that you think are important.
1._________________________________________
2.___________________________________________
3.___________________________________________
B. Why do you think this document was written?
C. What evidence in the document helps you to know why it was written?
Quote from the document.
_________________________________________
_________________________________________
_________________________________________
D. Is the document related to an important event or issue in American
history? If so, what?
E. List two things the document tells you about life in the United States
at the time it was written.
1._________________________________________
2._________________________________________
F. What questions are left unanswered by the document?
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