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  • Home
  • 1. Y7 - 9 HOME PAGE
    • Y7 History Examination
    • Y8 The Renaissance
    • Y8 Native Americans >
      • 2. Moving West
      • 3. Culture Clash
      • 4. Assessment: Compensation?
    • Y 8 History Examination
    • Y9 Genocide Project >
      • 1. The Modest Hero
      • 2. Auschwitz
      • 3. Sequence of Events
      • 4. Antisemitism
      • 5. How Could this Happen?
      • 6. Legacy
    • Y9 Civil Rights Movement
    • Y9 Home Learning Page
    • Y9 History Examination
  • 2. IGCSE HISTORY
    • IGCSE Revision
    • IGCSE: International Relations >
      • The Vietnam War
      • IGCSE Cold War >
        • Salami Tactics
        • IGCSE Berlin Airlift
        • Blame for Cold War
        • Eastern Europe
    • IGCSE: USA 1919-41 >
      • IGCSE 1920s Boom
      • IGCSE USA Society
      • IGCSE USA New Deal
    • IGCSE: Y11 Coursework
  • 3. IB HISTORY
    • IB SL Paper 1 >
      • Japanese Expansionism
      • P1 German & Italian Expansionism
    • Paper 2 SPS >
      • Y12 Homework Assignments
    • Paper 2 CW >
      • 1. Rivalry, Mistrust Accord
      • 2. Cold War Leaders and Nations
      • 3. Cold War Crises
    • Paper 3 Homepage >
      • The Great Depression
      • P3 Participation of US in WW2
      • P3 Americas and Cold War
    • History IA >
      • Section A
      • Section B
      • Section C
    • History Extended Essay
    • Examination Revision >
      • Paper 1 Revision
      • Paper 2
      • Paper 3 Revision
      • IB Revision Podcasts
  • 4. TOK / UNIVERSITY
    • University Applications
  • 5. ENRICHMENT

The Civil Rights Movement
"The process of dehumanisation can be challenged by grass roots activism" 

1. What was life like for black Americans by the middle of the twentieth-century?

A) WHAT WERE THE KEY FEATURES OF SEGREGATION?
African-Americans had been effectively 'dehumanised' in the USA since the very founding of the country. Think back to what you may have studied / explored previously that will give you an insight into how this had happened - discuss as a class.The aim of this lesson is to be able to identify what life was like for black Americans by the middle of the twentieth century.



​Link to Presentation

Key Words:
word_search_civil_rights.pdf
File Size: 227 kb
File Type: pdf
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Reflection question:

HOW SIMILAR WAS THE EXPERIENCE OF BLACK AMERICANS LIVING IN THE JIM CROW STATES TO THAT OF THE JEWS LIVING IN NAZI GERMANY?

B) HOW DID THE JIM CROW 'SYSTEM' WORK?

In this lesson, we are going to try to understand how the Jim Crow system actually worked in order to see how black Americans were able to challenge it.
Why didn't black Americans simply vote to change the laws?
1964_louisiana_literacy_test.pdf
File Size: 1302 kb
File Type: pdf
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answer key

1. Lesson Presentation

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2. What was the significance of the Montgomery Bus Boycott?

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CREATE A NEW PAGE: PEACEFUL PROTEST
Resources for Today's Lesson:
Picture
textbook_2_civil_rights.pdf
File Size: 4668 kb
File Type: pdf
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3. How did Protest begin to change at the beginning of the 1960s?

​The early 1960s saw a shift in the civil rights movement to a younger, more idealistic generation of protesters. These were black students and workers who sought to build on the successes of the 1950s which, while significant, had been confined largely to education and the buses. The Supreme Court and Federal government had signaled that change was now possible - but it would have to be led by increasingly direct action by civil rights groups
Picture
Resources:
Picture
textbook_1_1960s.pdf
File Size: 3946 kb
File Type: pdf
Download File

textbook_2_civil_rights.pdf
File Size: 4668 kb
File Type: pdf
Download File

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