Source: http://www.civiced.org/resources/curriculum/black-history-month
Timestamp: 2019-04-26 10:31:47+00:00

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The power of nonviolent actions and attitudes as a means to resist oppression and spur reforms is a recurring feature of democratic and democratizing societies.
The School Violence Prevention Demonstration Program presents educators with lesson plans that explore the use of nonviolence in history, paying particular attention to the civil rights movement and African American history.
Lesson 1 - This lesson introduces students to the Children’s March, also commonly referred to as the Children’s Crusade, which took place in Birmingham, Alabama, in May 1963. Students will understand why children were involved in the march, how children were prepared for the march, and what made it a success. The lesson asks students to imagine themselves as someone involved in the march and consider their competing responsibilities, values, and interests.
Lesson 2 - This lesson uses primary sources and stories of participants in the civil rights movement to introduce students to the concept of nonviolence. Students will analyze the characteristics, costs, and benefits of nonviolence, realizing that it is an active, intentional, and effective way to achieve goals.
Lesson 3 - Nonviolence is introduced to students as a concept with a deep history that reverberates in the present. The power of nonviolence as a catalyst for change is a function of both its philosophical foundations and the strategic application of specific nonviolent tactics. Students will analyze major figures in the history of nonviolence through the intellectual framework of what constitutes philosophical nonviolence as opposed to tactical nonviolence.
Lesson 4 - This lesson asks students to revisit the well-known story of a figure in the civil rights movement–Rosa Parks–through the primary source documents associated with her arrest in 1955. The arrest occurred in the shadow of the Supreme Court decision in Brown v. Board of Education of Topeka (1954) and had a powerful impact on the public policy of segregation and the application of the equal protection clause of the Fourteenth Amendment.
Lesson 5 - Students examine the function of citizenship schools in the civil rights era and compare them with today's citizenship education programs by way of exploring the role of civics and civic education, in general.
Lesson 6 New - Students explore how music can be used to attain social and political changes in society. The lesson continues the theme of nonviolence by exploring ways in which music helped advance the civil rights movement.
Janice Kelsey's Story In this interview, civil rights movement foot soldier, Janice Kelsey, describes her experience in The Children’s March of 1963.
An American Hero: The Story of Congressman John Lewis—A fifteen-minute video that tells the story of civil rights hero Congressman John Lewis. It highlights the use of nonviolence in sit-ins and at specific events, such as the Birmingham Church bombing and the March on Selma.
The History Channel: Woolworth Lunch Counter—An engaging six-minute segment on the Woolworth sit-ins in Greensboro, Tennessee.
Charles Moore: I Fight With My Camera-—A long, but worthwhile piece in which photojournalist Charles Moore tells the story of the civil rights movement as he witnessed it through the lens of his camera.
Bridge to Freedom—A local news team retraces the steps of those who marched for voting rights across the Edmund Pettus Bridge in Selma, Alabama, in 1965.
Click here to download each week's episodes. Or, subscribe to the podcast and have each day's episode downloaded to your computer.
This lesson introduces students to the Children’s March, also commonly referred to as the Children’s Crusade, which took place in Birmingham, Alabama, in May 1963. Students will understand why children were involved in the march, how children were prepared for the march, and what made it a success. The lesson asks students to imagine themselves as someone involved in the march and consider their competing responsibilities, values, and interests.
A lesson adapted from Foundations of Democracy has been provided for teachers who do not currently use School Violence Prevention Demonstration Program (SVPDP) curricula. The lesson, titled “How Should One Choose among Competing Responsibilities, Values, and Interests?” was adapted from the Responsibility portion of the text, Unit 1, Lessons 1 and 2, and Unit 3, Lesson 6.
The lesson defines responsibilities, values, and interests and examines situations in which people must make a decision among competing responsibilities, values, and interests. It can be used by itself in any classroom and does not require prior knowledge of SVPDP materials. The lesson should be reviewed by the teacher prior to class. It can be taught prior to the lesson on the Children’s March, or information from the lesson and can be used as appropriate.
Correlations to SVPDP curricula are found at the end of this lesson plan.
evaluate the decision to involve children in the march.
1. Beginning the lesson. Read Dudley Randall’s “Ballad of Birmingham.” Use the poem to pique students’ interest in the events behind the poem. Ask students whether the poem leaves them wondering about anything described or alluded to in the poem. Ask them if they can connect the poem to anything they have heard or learned about in the past.
3. Video viewing. Introduce the video, Janice Kelsey’s Story, by telling students that Kelsey was a foot soldier in the Children’s Crusade. Have students watch and listen actively using the Note-Taking Guide: Janice Kelsey’s Story (Handout 2).
Discuss students’ reactions to Kelsey’s story.
Discuss the outcome of the Children’s Crusade and what made this strategy successful in Birmingham.
4. Group work. Have students work in small groups to identify the responsibilities, values, and interests of the people listed below. Use the Responsibilities, Values, and Interests Chart (Handout 3). Each group can select one of the bullet points below and present its findings to the class. As an alternative, each member of a group can pretend to be of one of the people listed below and act out their response with other members of their small group.
Discuss students’ findings and the decision to involve children in the civil rights movement.
5. Concluding the lesson. Discuss with the class the ways in which children today make a difference in their communities.
What Is Public Policy and Who Makes It?
Chapter 4: Why Is Citizen Participation Important to Democracy?
© 2014, Center for Civic Education. All rights reserved. Permission is granted to freely reproduce and use this lesson for nonprofit, classroom use only. Copyright must be acknowledged on all copies.
Sculpture of Rosa Parks Sitting on Bus Seat Labeled "WHITE"
This lesson uses primary sources and stories of participants in the civil rights movement to introduce students to the concept of nonviolence. Students will analyze the characteristics, costs, and benefits of nonviolence, realizing that it is an active, intentional, and effective way to achieve goals.
Correlations to School Violence Prevention Demonstration Program (SVPDP) curricula are found at the end of this lesson plan.
discuss the costs and benefits of using nonviolence.
1. Beginning the lesson. Begin the lesson by asking students to respond individually to the statements contained in the Student Say-So (Handout 1). Students respond to the statements with - Agree (A), Disagree (D), or Unsure (U). They should complete the same handout after the lesson and discuss if/how their ideas have changed.
2. KWL chart on nonviolence. Complete the KWL Chart on Nonviolence (Handout 2) with students to activate prior knowledge and engage students in the lesson. Use the K column to record what students already know, or think they know, about nonviolence. Use the W column to record what they want to know. At the end of the lesson, complete the L column with facts the students have learned. This will also be the point in the lesson at which you invite students to make any necessary corrections to the K column as a result of their new learning.
3. Reading about it. Divide students into small groups. Assign each group one of the sources listed below. Ask the students to become “experts” on the source by reading and taking notes. Tell the students that at the end of the allotted time, they will present a summary of their source to the class. This summary should include specific examples from their source that demonstrate the characteristics, costs, and benefits of nonviolence. Review these terms with your class, if necessary. The Characteristics, Costs, and Benefits Chart (Handout 3) can be used to help students take notes.
“Why direct action? Why sit-ins, marches and so forth? Isn’t negotiation a better path?” You are quite right in calling for negotiation. Indeed, this is the very purpose of direct action. Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue. It seeks so to dramatize the issue [so] that it can no longer be ignored. My citing the creation of tension as part of the work of the nonviolent-resister may sound rather shocking. But I must confess that I am not afraid of the word “tension.” I have earnestly opposed violent tension, but there is a type of constructive, nonviolent tension which is necessary for growth.
According to this quotation, what is the goal of nonviolence?
Why is nonviolence effective in achieving this goal?
What have you learned today that demonstrates King’s point? Give specific examples from your reading.
Complete and correct the KWL Chart on Nonviolence (Handout 2).
Give students a fresh copy of the Student Say-So (Handout 1). Discuss to see if their attitudes toward nonviolence have changed.
Remind students that Malcolm X, at one time, did not believe that nonviolence was the best way to gain rights for African Americans. In 1964, he wrote, “Concerning nonviolence: it is criminal to teach a man not to defend himself when he is the constant victim of brutal attacks.” Write a letter from Martin Luther King Jr. to Malcolm X persuading him that nonviolence is the best way to seek justice for African Americans. Include the characteristics of nonviolence, why it is effective, and other reasons why it should be used. Address concerns that Malcolm X might have had about using this method.
Nonviolence is introduced to students as a concept with a deep history that reverberates in the present. The power of nonviolence as a catalyst for change is a function of both its philosophical foundations and the strategic application of specific nonviolent tactics. Students will analyze major figures in the history of nonviolence through the intellectual framework of what constitutes philosophical nonviolence as opposed to tactical nonviolence. The lesson guides students as they apply the analysis to a series of hypothetical situations that have been based on actual events. At the conclusion of the lesson, students should understand that nonviolence is both a philosophy and a strategy that has been and continues to be adopted by individuals and organizations to push for reforms.
develop, present, and defend strategies aimed at bringing about change through nonviolence.
1. Beginning the lesson. Ask students to share their understanding of nonviolence as a historical concept and as it practically applies to their everyday lives. Write the terms philosophy, tactics, and strategy on the board and have students free associate these with the concept of nonviolence. Write down the results of the free association on the board and leave it there for the duration of the lesson. Introduce the lesson topic and review the purpose of the lesson with students.
2. Studying historical proponents of nonviolence. Divide the class into pairs and distribute to each pair one background sheet on one of the following major proponents of nonviolence: Henry David Thoreau (Handout 1), Susan B. Anthony (Handout 2), Mohandas K. Gandhi (Handout 3), Martin Luther King Jr. (Handout 4), and Cesar Chavez (Handout 5). Each pair of students will focus on only one proponent. You might pause here to define proponent.
Ask each set of paired students to draw a table composed of three columns on a blank sheet of paper, with the columns labeled: (1) Who am I? (2) What did I believe? (3) How did I act on my beliefs? After reading the background information, the students should write notes in each column that respond to the question being posed about their assigned proponent.
After students have completed the columns, call on each pair to report highlights of their notes to the class. Use these to create a master table on the board for each of the proponents.
Please note that more than one pair of students can be assigned the same proponent. Teacher may then call on pairs who worked on the same proponent at the same time.
3. Defining philosophy v. tactics. Return to the free association between philosophy, tactics, strategy, and nonviolence. Ask the entire class to categorize the quotes and actions in the background sheets as reflecting either philosophical or tactical nonviolence. Guide the class as it comes up with working definitions of philosophical nonviolence and tactical nonviolence. What is the difference between the two? Are the two indivisible? Why does it matter whether something gets labeled as philosophical or tactical? Does a nonviolence strategy require both? Please note that useful background information for teachers may be found in the Teacher Concept Paper: Nonviolent Resistance to Oppression.
4. Tackling change hypotheticals. Distribute the hypothetical situation sheet to students, and then divide the class into four groups, assigning one of the four hypothetical situations to each group. Explain that each hypothetical situation sheet describes a situation that the students, as a group, will seek to reform. Ask students to work in their groups to develop a nonviolent strategy that reflects their own nonviolence philosophy (if any) and includes specific nonviolent tactics to bring about the desired reforms. The strategy and a clear statement of its objectives should be prepared for presentation to the class. Visual aids may be used to complement the presentation.
Ask each group to present its hypothetical situation and its proposed strategy of nonviolent action aimed at reform. The other groups should offer constructive critiques of the student group proposals following the presentation. Time permitting, presenting groups may respond to the critiques of their proposals.
5. Concluding the lesson. To conclude the lesson, distribute articles describing the factual situations that served as the basis for the hypotheticals. Lead students in a discussion comparing the hypothetical situations to the actual facts and examine the types of nonviolent tactics actually used and their effectiveness.
6. Assessment. Assign students to search for articles about a current situation that they would like to change. Ask the students to write one-page memos addressed to their fellow students summarizing the situation and then presenting a nonviolent campaign aimed at reforming the situation. In their memo, students may also predict the reaction to their proposed campaign and how best to anticipate and address that response.
This lesson can be used to either introduce or enhance a unit on the equal protection clause of the Fourteenth Amendment or the civil rights movement. For teachers not currently using the School Violence Prevention Demonstration Program (SVPDP), the lesson can be used as is. For those who are using the SVPDP curriculum, this lesson allows students to apply the concepts of authority and issues of distributive, corrective, and procedural justice to a historical event. It also demonstrates the concepts taught in the We the People: the Citizen & the Constitution lessons on equal protection of the law. Specific references to individual lessons in the curriculum are found at the end of this guide.
Students will examine the documents at pre-designed stations and complete a journal (provided) using their observations. The class will then discuss findings and apply what they have learned about the Fourteenth Amendment, Jim Crow laws, and civil rights.
Review this guide and all materials provided.
Set up four stations around the room. At Station One, place several copies of the Montgomery City Code; at Station Two, place several copies of the diagram of the bus; at Station Three, place several copies of the first page of the police report; and at Station Four, place several copies of page two of the police report (students will likely need help deciphering the handwriting on this page). For large classes, set up two sets of four stations, or complete this lesson in the school library, where you may have more room to move around.
For SVPDP teachers: Read or review We the People: The Citizen & the Constitution, Level 1, Lesson 19, or Level 2, Lesson 26.
1. Beginning the lesson. Ask students to share aloud everything they know about Rosa Parks. Write their answers on a chalkboard or chart paper. This should be done fairly quickly and conducted similar to a brainstorm activity, where there are no right or wrong answers. Simply list the responses, and then set them aside to return to later in the lesson.
2. Working with primary source documents. Tell students that they will examine the experience of Rosa Parks on the day she refused to give up her seat on a city bus to a white. Explain to students that they will be looking at copies of the actual papers pertaining to her arrest.
Help students differentiate between primary and secondary source documents.
Read the first paragraph of “Teaching with Documents,” then have students look at their answers from Station One.
Read the second paragraph of “Teaching with Documents,” and direct students’ attention to the diagram of the bus. Show students the first ten seats that were designated as the white section of the bus. Point out that Rosa Parks was not in the white section of the bus.
Remind students that Rosa Parks was charged with “refusing to obey orders of bus driver,” which was against the city code at the time. Remind them that there was a higher law, however: the Fourteenth Amendment of the U.S. Constitution, the highest law in the land. Ask students to review or apply what they have learned about the Fourteenth Amendment to this situation.
How was Rosa Parks’s arrest seemingly a violation of the Fourteenth Amendment? Was there a good and fair reason for her not to sit anywhere she liked on the bus?
Rosa Parks’s mother asked her, “Did they beat you?” How does her question demonstrate that the Fourteenth Amendment was not being upheld in Montgomery, Alabama?
From what you have learned from this account and others, does it seem like “separate” was ever “equal”? Give examples.
Read the fourth paragraph of “Teaching with Documents.” Emphasize to students that Mrs. Parks was very active in the local chapter of the National Association for the Advancement of Colored People (NAACP). Tell them she is often portrayed as someone who was “just tired,” but in reality she was someone who had struggled against segregation for a long time.
Look at page one of the police report from Rosa Parks’s arrest.
Ask: Is that a true statement? Was Rosa Parks seated in the white section of the bus?
Is it always wrong to disobey laws and rules?
What are some consequences of disobeying laws and rules?
Explain that Rosa Parks and others in the civil rights movement disobeyed rules and laws and accepted the consequences as a way to demonstrate that the laws were unjust and wrong. By responding nonviolently to mistreatment, they were powerful in their efforts to bring about change.
Look at page two of the police report from Rosa Parks’s arrest.
Does it seem from this report that African Americans in Montgomery were viewed as full-fledged American citizens? What would have been listed under “Nationality” if the police officer had viewed Rosa Parks as an American citizen?
How might being considered noncitizens affect the way African Americans were treated by police officers and other officials?
The Montgomery City Code says that equalbut separate accommodations must be provided for whites and “negroes.” Thinking about Rosa Parks’s experience, were equal accommodations provided?
What is the danger in saying things are equal when they are not?
How much of their list was accurate?
What was inaccurate or perhaps a misconception?
What have they learned about Rosa Parks or the events of that day?
What is the value of working with primary source documents?
Help students understand how Rosa Parks’s arrest began the Montgomery Bus Boycott and led to Parks being known as the “mother of the modern civil rights movement.” Remind students that the ruling in Brown v. Board of Education of Topeka (1954) declared that separate but equal educational facilities are unconstitutional—the decision pertained only to schools—and that the Civil Rights Act of 1964 legally ended segregation in public places.
This lesson was developed under a grant from the U.S. Department of Education. However, the contents of this lesson do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government.
©2012. Center for Civic Education. All rights reserved. Permission is granted to freely reproduce and use this lesson for nonprofit, classroom use only. Copyright must be acknowledged on all copies.
For teachers not currently using the School Violence Prevention Demonstration Program (SVPDP), this lesson can be used as is. For those who are using the SVPDP curriculum, this lesson allows students to apply the Foundations of Democracy concepts of authority and responsibility. It also demonstrates concepts taught in We the People: The Citizen & the Constitution. Specific references to individual lessons in the curriculum are found at the end of this guide.
•	develop a list of three to five basic elements comprising a civic education, regardless of past or present.
Review this guide and all of the materials provided.
1.	Beginning the lesson. Ask each of your students to write a one-sentence definition of “citizenship.” As a class, discuss what the students came up with and list some of the important elements of the definition: which should include most or all of the following: rights, duties, citizen, member, society, disposition, conduct, and community. Follow up by posing an open question: What is a “citizenship school”?
2.	Introducing Septima Clark and Citizenship Schools. Arrange for students to listen to the 60-Second Civics episode on Septima Clark, or use the transcript provided. Why was Septima Clark later called the “queen mother of the civil rights movement”?
Analyze how citizenship classes were conducted at Highlander Folk School and elsewhere during the civil rights era by listening to or reading the excerpts from an interview with Septima Clark and the historical background provided. Have students discuss what made this method of instruction both necessary and effective.
3.	Analyzing documents. Read some of the questions in the 1965 Alabama literacy test, which was intended to discourage or prevent African Americans from voting. Ask the students to assess the difficulty of the questions. Are any of the questions tricky or unfair? How relevant were any of these questions to the act of voting? How might such questions have presented obstacles to qualifying for voter registration? How might the obstacles have been surmounted?
Gauge student familiarity with the requirements to become a “naturalized” citizen of the United States. Specifically, ask students to consider the naturalization test requirement and the preparations needed to pass this test. What are the similarities and distinctions between citizenship education as it pertains to passing something like the 1965 Alabama Literacy Test and the U.S. Naturalization Test?
Working in groups or as individuals, ask students to compare the 1965 Alabama Literacy Test with the current U.S. Naturalization Test. They should note that the first test had to be taken by a select group of people who were already citizens, while the second test must be taken by persons applying to become citizens. Are there any similarities or differences in the questions?
•	How might citizenship schools be conducted today?
•	What purpose would they serve?
•	Are courses in “civics” beneficial only to persons who are applying for citizenship?
•	Are you—as students—currently engaged in civic education?
•	If so, is it anything like the forms of citizenship education that you have been examining?
Students should understand that, in the broad sense, citizenship schools and civic education both consist of educational programs that are designed to instruct students as to the rights and responsibilities of citizenship, while also imparting the knowledge and skills necessary to exercise those rights and responsibilities.
This lesson was developed under a grant from the U.S. Department of Education. However, the contents do of this lesson do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government.
© 2011, Center for Civic Education. All rights reserved. Permission is granted to freely reproduce and use this lesson for nonprofit, classroom use only. Copyright must be acknowledged on all copies.
 Patrick, John J. "Civic Education for Constitutional Democracy: An International Perspective. ERIC Digest." ERICDigests.Org - Providing Full-text Access to ERIC Digests. ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN., 00 Dec. 1995. Web. 15 Feb. 2011. <http://www.ericdigests.org/1996-3/civic.htm>.
Students explore how music can be used to attain social and political changes in society. The lesson continues the theme of nonviolence by exploring ways in which music helped advance the civil rights movement.
•	explain the motivation or inspiration of various composers for becoming involved musically.
• Determine how the various musical selections will be shared with the class and with the groups.
• Decide how long the groups will have to gather information and then prepare for a short presentation to the class.
• Determine how long each group's presentation will be.
• What do they think of music?
• What kind of music do they listen to and why?
• How often do they listen to music, and how accessible is it today?
• Provide current and historic examples of negative influences attributed to music.
• Provide current and historic examples of positive influences attributed to music.
To help transition from this discussion to the next segment, share one or more of the following quotes and ask students to discuss their meaning. Also solicit any examples the students can recall.
• Ask students to discuss the meaning of the modern-day protest song you have chosen and to explain why it has become popular.
• What other social issues have been discussed through music? Name the issues and the songs.
• How has music helped to bring about social or political change? Give examples.
• Can you think of songs associated with the civil rights movement of the 1950s and 1960s?
3.	A civil rights song—"We Shall Overcome." Play this song for the students and ask them to identify the song and its meaning. Below are two options. Many other renditions of this song are available online. The lyrics and a fact sheet for the song are provided in Handout 1. Discuss with students the origins of this song from gospel music and old spiritual songs. What other eras can they associate with spirituals?
• Determine whether the song speaks specifically about a real-life event or incident, and compare what the song describes with the actual event, or whether the song is a general commentary on the state of affairs at the time. If so, what aspects of social injustice does the song describe?
•	Who was the singer/songwriter of the piece? What was his or her connection to the civil rights movement?
•	What impact, if any, does a song like this have on the social consciousness of a community or society? Please distribute the student direction sheet (Handout 2) provided. This should be the stopping point for the first class. Tell students how long the groups have to complete the research and compile the responses for the activity.
5. Reconvening the group. Divide the class into the groups formed for the activity. Give them a few minutes to prepare themselves for sharing their work.
6. Sharing. Ask each group to share with the rest of the class their chosen or assigned song and their responses to the questions. Have the songs on hand in the event that the other students have not heard the song before. You may wish to have them listen to at least one or two songs, depending on how much time you have.
• What have you learned from this exploration?
• The music in this activity spanned almost thirty years. Why did it take so long to have an impact?
• What role did the songwriters and singers play in this movement?
• Could music have the same impact today? Why or why not?
60-Second Civics is a daily podcast that provides a quick and convenient way for listeners to learn about our nation’s government, the Constitution, and our history. The podcast explores themes related to civics and government, the constitutional issues behind the headlines, and the people and ideas that formed our nation’s history and government.
During the entire month of February, 60-Second Civics will be devoted to exploring nonviolence and the civil rights movement. You can download each episode here and subscribe to the podcast using the links below.
60-Second Civics: Episode 222, Civil rights movement, Part 1 - Today we begin our celebration of Black History Month with the first in a series of episodes devoted to the civil rights movement.
60-Second Civics: Episode 223, Civil rights movement, Part 2 - On today's podcast, we discuss the effect of the Civil War Amendments on the civil rights movement.
60-Second Civics: Episode 224, Civil rights movement, Part 3 - Today we discuss two types of segregation that contributed to racial polarization in the United States.
60-Second Civics: Episode 225, Civil rights movement, Part 4 - On today's episode, we discuss how racial segregation and discrimination was deeply entrenched in American life in the 1950s.
60-Second Civics: Episode 226, Civil rights movement, Part 5 - Today we discuss how the increase in racially motivated violence in the 1950s prompted federal intervention.
60-Second Civics: Episode 227, Civil rights movement, Part 6 - Today we discuss the origins of the American civil rights movement.
60-Second Civics: Episode 228, Civil rights movement, Part 7 - On today's episode, we discuss the importance of nonviolence in the civil rights movement.
60-Second Civics: Episode 229, Civil rights movement, Part 8 - Today we discuss the Montgomery Bus Boycott.
60-Second Civics: Episode 230, Civil rights movement, Part 9 - On today's episode, we discuss the Civil Rights Act of 1964.
60-Second Civics: Episode 231, Civil rights movement, Part 10 - Today we discuss the Voting Rights Act of 1965.
60-Second Civics: Episode 232, Six principles of nonviolence, Principle 1: Nonviolence requires courage - On today's episode, we begin our discussion of Martin Luther King Jr.'s six principles of nonviolence.
60-Second Civics: Episode 233, Six principles of nonviolence, Principle 2: Nonviolence seeks reconciliation - Today we discuss Martin Luther King Jr.'s second principle of nonviolence: nonviolence seeks reconciliation.
60-Second Civics: Episode 234, Six principles of nonviolence, Principle 3: Defeat injustice, not people - Today we discuss Martin Luther King Jr.'s third principle of nonviolence: that nonviolence seeks to defeat injustice, not people.
60-Second Civics: Episode 235, Six principles of nonviolence, Principle 4: Nonviolence educates and reforms - On the podcast today, we discuss Martin Luther King Jr.'s fourth principle of nonviolence: that nonviolence educates and reforms.
60-Second Civics: Episode 236, Six principles of nonviolence, Principle 5: Love, not hate - Today we discuss the Martin Luther King Jr.'s fifth principle of nonviolence: that nonviolence chooses love instead of hate.
60-Second Civics: Episode 237, Six principles of nonviolence, Principle 6: The universe is on the side of justice - On the podcast today, we discuss Martin Luther King Jr.'s sixth principle of nonviolence that the universe is on the side of justice.
60-Second Civics: Episode 238, Practitioners of nonviolence: Thoreau, Gandhi, and King - Today we learn how some of the most famous practitioners of nonviolence influenced each other.
60-Second Civics: Episode 239, Freedom Riders - On today's episode, we discuss the Freedom Riders.
60-Second Civics: Episode 240, Role of the courts, Part 1: Brown v. Board of Education - Today we discuss Brown v. Board of Education.
60-Second Civics: Episode 241, Role of the courts, Part 2: Enforcing Brown v. Board of Education - Today we discuss difficulties with enforcing the Brown v. Board of Education decision.
60-Second Civics: Episode 242, Role of the church in the civil rights movement, Part 1 - On today's podcast, we examine the role of the African American church in the years leading up to the civil rights movement.
60-Second Civics: Episode 243, Role of the church in the civil rights movement, Part 2 - On today's podcast, we examine the role of the African American church during the civil rights movement.
60-Second Civics: Episode 244, Children's March - Today, we discuss the Children's March of 1963.
60-Second Civics: Episode 245, Bombing of the 16th Street Baptist Church - On today's episode, we learn about the bombing of the 16th Street Baptist Church in 1963.
60-Second Civics: Episode 246, Civil rights activists, Part 1: Fred Shuttlesworth - Today we discuss the life of Fred Shuttlesworth, a leading figure of the civil rights movement.
60-Second Civics: Episode 247, Civil rights activists, Part 2: Dorothy Cotton - Today we discuss the life of civil rights leader Dorothy Cotton.
60-Second Civics: Episode 248, Civil rights activists, Part 3: John Lewis - On today's episode, we discuss the contributions of Congressman John Lewis to the civil rights movement.
60-Second Civics: Episode 249, Civil rights activists, Part 4: Andrew Young - Today we explore the life of civil rights activist Andrew Young.
60-Second Civics: Episode 250, Civil rights activists, Part 5: Mabel Staupers - On the podcast today: the life of nursing pioneer Mabel Staupers.
60-Second Civics: Episode 251, Civil rights activists, Part 6: Septima Clark - On today's episode, we discuss Septima Clark, known as the "Queen Mother of the American Civil Rights Movement."
60-Second Civics: Episode 252, Civil rights activists, Part 7: Carolyn McKinstry - Today we discuss civil rights activist Carolyn McKinstry.
60-Second Civics: Episode 253, Doug Jones - Today we discuss attorney Doug Jones, who successfully prosecuted two Birmingham bombers.
60-Second Civics: Episode 254, Civil rights since the mid-twentieth century, Part 1 - On today's episode, we discuss how the movement for civil rights has changed since the mid-twentieth century.
Talking Civics is a personal look at civics in action. Podcasts feature conversations with individuals about their experiences as first-hand participants in civic history and civic affairs.
Talking Civics: Episode 1, Jones Doug Jones played a pivotal role as United States attorney - Part 1 - Doug Jones played a pivotal role as United States attorney in the prosecution of two former Ku Klux Klansmen for the murder of four young girls in the 1963 bombing of the 16th Street Baptist Church in Birmingham, Alabama. The bombing was a deadly act of violence that revealed the brutal side of racism to the world and helped generate widespread support for the civil rights movement.
Doug Jones recalls growing up in a segregated suburban area just west of Birmingham and talks about how he became involved in reopening the case of the 16th Street Baptist Church bombing.
Talking Civics: Episode 1, Jones Doug Jones played a pivotal role as United States attorney - Part 2 - Doug Jones played a pivotal role as United States attorney in the prosecution of two former Ku Klux Klansmen for the murder of four young girls in the 1963 bombing of the 16th Street Baptist Church in Birmingham, Alabama. The bombing was a deadly act of violence that revealed the brutal side of racism to the world and helped generate widespread support for the civil rights movement.
Doug Jones recounts his prosecution of Thomas Blanton, Jr., and Bobby Frank Cherry for bombing the 16th Street Baptist Street Church and considers the significance of this event in the context of the civil rights movement.
Talking Civics: Episode 2: Janice Kelsey - Episode 2: Janice Kelsey As a teenager, Janice Kelsey participated in the Children's March in Birmingham, Alabama. The Children's March was organized by Reverend James Bevel as a nonviolent civil rights protest. Kelsey went on to become a lifelong educator in Birmingham who continued to share her experiences with her students and others about her role as a foot soldier in the fight again racial discrimination.

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