Determining Significance: Signal Words: Chronology, chain of events Signal words: First, second, next, finally, subsequently, afterwards, until, previously, before, until, during Time Markers/ Transition Words Event Significance to Content Question Worksheet page 2/2
Note: Below we have listed a number of possible answers based on the reading. We have provided a sample answer for significance as well as direct quotes from the text. Teachers could also use excerpts from their own textbooks rather than the provided text. Directions: Read the first paragraph from the Becoming America text and underline evidence that shows how student activists shaped the freedom movement. Use the provided chart to organize your notes. Focus Question: How did the actions of student activists build momentum within the black freedom struggle? Excerpt: These impassioned youths pushed the freedom movement toward a bolder, more confrontational strategy by physically integrating lunch counters, bus terminals, and other public spaces around the South. Segregationists met their efforts with an epidemic of violence, which in turn, publicized African Americans’ plight. Tens of thousands of white Northerners joined the freedom movement, and President Kennedy finally called for new civil rights legislation to stop the violence. David Henkin and Rebecca McLennan, Becoming America: A History for the 21st Century (2014), pg 794. Historical Actors Actions Consequences These impassioned youths pushed the freedom movement toward a bolder, more confrontational strategy by physically integrating lunch counters, bus terminals, and other public spaces around the South. Segregationists met their efforts with an epidemic of violence, which in turn, publicized African Americans’ plight. Tens of thousands of white Northerners joined the freedom movement President Kennedy finally called for new civil rights legislation to stop the violence Read the full text from Becoming America and underline evidence of how students were involved. Select the five student-led events that you think are most important and complete the chart below. Based on your answers to both charts, respond to the focus question.
ANALYZING A PRIMARY SOURCE Focus Question: How did the Council of Federated Organizations attempt to gain the support of Mississippians for the Summer Project? Title of Source: _____________________________________ Author: ____________________ Genre (letter, cartoon, photo, etc.): ________________ WHEN & WHERE WHO Place and Time: Where and When was it published? Author: Background, sex, race, social class, education; What is his/her perspective? Historical Context: What was going on during this event or era/period? Audience: Who is the intended audience? OBSERVATIONS DESCRIPTION OF SOURCE What I see… Evidence of... MEANING What the objects, words, etc. mean MESSAGE/ARGUMENT The author is trying to tell me… QUESTIONS I wonder… My reaction to the source is…
views Mexican American Student Confederation Support BSU and others Ties between Chicano and Black working people Work with off campus groups for Third World liberation Increase Latino students Establish Mexican American and Latin American Studies Mexican and Latin American students and faculty control department Latino professor rehired with tenure to teach “History of La Raza” Support BSU but see as part of broader coalition Connect their needs to black students/working people Faculty and student control/power Relevant courses Asian American Political Alliance Japanese American Studies Role of Japanese in historical development of US Cultural and social influences on US “eventually” obtain BA and MA – now concentration demanded Much less aggressive language Not about what has been done to Japanese Americans but how they have influenced Intercollegiate Chinese for Social Action Moral vacuum oblivious to community Serve Chinese people of SF Bridge “street culture” (Cantonese) university (Mandarin) Courses that deal with the real life needs of Chinese in SF (cramped in Chinatown) Chinese Studies program “begin to attack the problems that exist” Aggressive language Strong ties to Chinatown SF Want courses that deal with real world issues Bridge college and community Phillipine (sic) American Collegiate Endeavor “come to realization” struggle is connected among all Third World peoples Filipinos in low wage work even when have degrees Develop Filipino Studies Accept any Filipino student that applies Part of coalition, all tied together Economic situation of community Latin American Student “for our survival” “necessary to Aggressive language
Organization unite” Implement a program relevant to Latin American students “We can no longer request, we must demand.” LA Studies aimed at “the needs of Latin American people.” Department of LA Studies within school for Ethnic Studies Structured and implemented by students Provided adequate resources Accept all Latin American student applicants Student control and influence Need adequate resources not just a department Thesis Statement: While the TWLF coalition members agreed on the need for a School of Ethnic Area Studies, each member group highlighted issues specific to the experiences of its community and used different styles of communication.