RACE RELATIONS IN THE USA AFTER 1945

HISTORY GRADE 12AUTHENTIC LEARNING ACTIVITY

Race has always been an issue in many countries including South Africa, but at this point we will be dealing with the race relations in the United States of America after 1945.

Name may has often been attributed to "Jump Jim Crow", a song-and-dance caricature of African Americans (very negative), basis for segregation was “Separate but equal” was seen constitutional and upheld by supreme court.

The Jim Crow laws in the USA marked a very significant era when the laws paved a route for segregation and discrimination of race.

Poll taxes and literary requirements meant many Black people were denied the vote, white people not affected by this (1866), meant that Black people not represented in political system. White pupils and Black pupils attended different schools as the supreme court stated that as long as they were of equal quality then this was fine.

Black people not allowed to travel in same carriages as white people also had separate waiting rooms and Plessy challenged this in 1896 but law upheld by Supreme Court.

Then in all that the Jim crow laws has made there black organisation that protested against the segregation and discrimination in violent and non-violent methods that were referd to as the civil rights protests. Active black leaders were Martin Luther King Jr (civil rights movement) and Malcom X ( Black Power Movement).

INTRODUCTION

Read and discuss with a friend or classmates and answer the questions that follow.

Target: Use of sources/recall of knowledge.

It is mostly important for learners to be able to distinguish between a violent and non-violent movement.

INSTRUCTION

How did the Jim Crow Laws discriminate against Black people in the USA?Write down bullet points under the following headings:• School• Travel• Leisure

What effects will the lack of a proper education and not being able to vote have on Black people? Think about housing, standard of living etc.

As an extension after answering the above questions, research the Ku Klux Klan. What was the organisation and what did they do?

LEARNING ACTIVITY

Study Sources D and E. How useful are these sources in helping you to understand why some black Americans rejected the methods of MartinLuther King? Explain your answer.

ACTIVITY CONTINUES…..

• All be able to write Simple statements using the Sources as information e.g. violence/non-violence, integration/non-integration etc. (1-3) or (E-D)

• Most be able to write developed statements evaluating nature, origin and purpose of the sources e.g. MLK says if blacks use violence they can’t win (Source D),Malcolm X wants to reject white society, he does not trust white Americans. (4-6) or (D-C)

• Some – can write a developed explanation evaluating the sources as evidence e.g. MLK was prepared to work within the system and accept its limitations, MX was not (7-10) or (B-A*)

USE OF SOURCES/RECALL OF KNOWLEDGE

SOURCE D: from the magazine ‘Liberation’ in 1959. This is part of an article by Martin Luther King.

When the Negro uses force in self-defence he does not lose support, he may even win it, by the courage and self-respect it reflects. When he starts violence he is blamed for its consequences.

It is unfortunately true that however the Negro acts, his struggle will not be free of violence begun by his enemies, and he will need great courage and willingness to defeat this violence. But if he seeks it and organises it, he cannot win.

SOURCE D – WHAT DOES THIS SOURCE SAY?

BeliefsMLK adopted tactics of Gandhi who used non-violence to get British to leave India

Believed that this was only way to end segregation

Used Media to cover Police brutality etc to gain moral high ground

Used public opinion and pressure to bring end to segregation

Wanted to use democracy and constitution of USA to bring about “integration”

Wanted to work within system and highlight abuses and gain sympathy both inside and outside of USA

ACTIVITY CONTINUES..

• In pairs write down why using non-violence in the face of violence could be difficult for some people?

• Think about how you would feel if you were discriminated against and how you would react?

• How would you react to this?

WHY MIGHT SOME PEOPLE FIND THIS DIFFICULT?

• 1955 – Rosa Parks refused to give up seat for white passenger and was arrested

• MLK leads boycott of buses• People share cabs, car pool etc• In November 1956 Supreme Court ruled that segregation

on buses unlawful• Non violent protest resounding success

http://uk.youtube.com/watch?v=nWDEUvcg8bk&feature=related

MONTGOMERY BUY BOYCOTT

What is Martin Luther King Jr saying in this clip?

http://uk.youtube.com/watch?v=1K1j9FaH2io

Martin Luther King Jr on Malcolm X, What is he saying?

http://uk.youtube.com/watch?v=MwKIUMbi9Jk&feature=related

What is Malcolm X saying in the following clips?

http://uk.youtube.com/watch?v=eIwUKWOV9_o&feature=related on citizenship

http://uk.youtube.com/watch?v=WkTnUxLjO2E&feature=related

http://uk.youtube.com/watch?v=WkTnUxLjO2E&feature=related

http://uk.youtube.com/watch?v=o7f5NTLgtEA&feature=related

ACTIVITY CONTIUNUES….

SOURCE E: from the autobiography of Malcolm X, 1970

It has always been the case with white people that even though we might be with them, we weren’t considered to be part of them. Even though they appeared to have opened the door, it was still closed. Thus they never did really see me. This is the sort of kindly condescension which I try to point out today to these integration hungry Negroes about their “liberal” white friends, these so called “good white people”.

WHAT IS MALCOLM X SAYING?

Malcolm X on Martin Luther King Jr? discuss it in your own understanding.

http://uk.youtube.com/watch?v=znQe9nUKzvQ&feature=related

After researching and answering all the given questions, a learner must reflect on his/her understanding of the race relations in the USA after 1945 individually by writing a report on not more than one and a half page. Make sure that you answered all the questions. You have full two weeks to finish this activity………..GOOD LUCK

LEARNING ACTIVITY CONCLUDES

1. Authentic activities have real-world relevance.

2. Authentic activities are ill-defined, requiring students to define the tasks and subtasks needed to complete the activity.

3. Authentic activities comprise complex tasks to be investigated by students over a sustained period of time.

4. Authentic activities provide the opportunity for students to examine the task from different perspectives, using a variety of resources.

5. Authentic activities provide the opportunity to collaborate.

6. Authentic activities provide the opportunity to reflect.

7. Authentic activities can be integrated and applied across different

8. subject areas and lead beyond domain-specific outcomes.

9. Authentic activities create polished products valuable in their own right rather than as preparation for something else.

THE AUTHENTIC CHARACTERISTICS THAT WERE USED IN THIS ACTIVITY

ARE LISTED BELOW