What was it like to be a part of the sit-ins during the Civil Rights Movement? Learners consider the question and whether the protests were effective using an online documents-based investigation. The program allows for virtual navigation of documents and practice for the steps to writing an analytical essay. Save time and discover engaging curriculum for your classroom.Sit-ins (1960)
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Concepts primary source analysisprimary source imagesprimary sourceshistorical documentsthe civil rights movementcivil rightsprotests. More Less. Instructional Ideas Offer as independent exploration of the Civil Rights Movement Use as a scaffolded approach to teaching documents-based questions.
Cons Program won't allow learners to exit without getting correct answers, or allow them to progress, but doesn't give helpful hints Interface is slow to respond. Common Core Click on an identifier to see more resources that address that standard. Start Your Free Trial Save time and discover engaging curriculum for your classroom. Try It Free. The Greensboro sit-in was an important event of the Civil Rights Movement, but why?
Secondary learners analyze a photo from the sit-in to explain what made the event historically significant. The assessment explains what qualifies as a Boycotts and bus rides, sit-ins and speeches. A must-have for your curriculum Augustine, Florida Lesson Planet. A timeline can be a powerful learning tool because it reveals a pattern in events. While few would consider St. Augustine, Florida a hotbed of the s Civil Rights Movement, a selection of background information and a timeline of Deepen understanding of the Civil Rights Movement with this collection of primary documents.Sit-ins Change If incorrect, please navigate to the appropriate directory location.
See more testimonials Submit your own. Get 10 Days Free. Showing 1 - of 1, resources. Lesson Planet. For Teachers K - 5th Standards. Get Free Access See Review. For Teachers 9th - 12th. Imagine an old s diner. There's a long, L-shaped counter top and classic diner stools covered in vinyl dotting the counter space.
Sounds like your typical diner, doesn't it? A piece of this diner now sits in The Smithsonian. For Students 9th - 12th Standards. What was it like to be a part of the sit-ins during the Civil Rights Movement? Learners consider the question and whether the protests were effective using an online documents-based investigation. The program allows for virtual Secondary learners analyze a photo from the sit-in to explain what made the event historically significant.
Sit-ins Teacher Resources
The assessment explains what qualifies as a For Students 6th - Higher Ed Standards. New Review More than an iconic image, the picture of young people sitting at a lunch counter in Greensboro, N. Video clips, including activists, For Teachers 6th - 8th. Students watch a PowerPoint presentation that includes pictures of a sit-in and participate in a simulated sit-in.
For Teachers 5th. Fifth graders research and discuss the Greensboro Sit-ins. They examine segregation through drama, research the people involved in the protest at Woolworth's, and then stage a re-enactment of the event. For Teachers 6th - 8th Standards. Young scholars investigate probability. They will define probability as the likelihood of an event occurring.
Then, they determine the probability of sitting in a particular seat on a plane. They also set up ratios of various seating For Teachers 8th - 12th Standards. Ezell Blair, Jr. Their sit-in at the lunch counter of the Woolworths in Greensboro, North Carolina on February 1, became a model for the nonviolent protests that For Teachers 6th - 12th Standards.
Young historians investigate and evaluate the effectiveness of the strategies the Civil Rights Movement used to end segregation in the United States. After watching an video interview with Carl Matthews and Bill Stevens who participatedNashville Sit-ins.
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DBQuest: The Nashville Sit-In Movement
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I'll write free-form comments when assessing students Remove points from rubric Don't post Outcomes results to Learning Mastery Gradebook Use this rubric for assignment grading Hide score total for assessment results Cancel Create Rubric.Sit-in movementnonviolent movement of the U.
The sit-inan act of civil disobediencewas a tactic that aroused sympathy for the demonstrators among moderates and uninvolved individuals. African Americans later joined by white activistsusually students, would go to segregated lunch counters luncheonettessit in all available spaces, request service, and then refuse to leave when denied service because of their race.
In addition to creating disruptions and drawing unwanted publicity, the action caused economic hardship for the owners of the businesses, because the sit-in participants took up spaces that normally were filled by paying customers.
Although the first lunch-counter sit-in began with just four participants, the attention paid to the protest created a movement that spread across the South in and to include 70, black and white participants. It affected 20 states and resulted in the desegregation of many local businesses in those communities. A tactic similar to the sit-in, the sit-down strikehas been used by unions to occupy plants of companies that they were on strike against. The lunch-counter sit-in that began the movement, however, took place in Greensboro, North Carolina, on the afternoon of February 1, Woolworth department store.
They remained seated and were eventually asked to leave the premises; instead, they stayed until closing and returned the next day with more than a dozen other students. The large supply of local students increased the effectiveness of the tactic; as demonstrators were arrested by local law enforcement and removed from the counter, others would take their place.
Soon, as word about the Greensboro movement spread across the upper South, African American students from other historically black campuses began their own protests. In places such as SalisburyNorth Carolina; San AntonioTexas; and ChattanoogaTennessee, local officials and business owners agreed to desegregate facilities after local sit-in movements took hold. The Woolworth in Greensboro was desegregated in July The sit-in movement destroyed a number of myths and stereotypes about Southern blacks that white segregationists had commonly used to support the Jim Crow system.
For example, with widespread and spontaneous demonstrations across the South, it became clear to observers that Southern blacks were not content with Jim Crow segregation. The grassroots nature of the protest, arising locally from local black populations, also crushed the myth that all civil rights agitation came from outside the South.
Moreover, the nonviolent and courteous behaviour of the black sit-in protesters played well on local and national television and showed them to be responsible people. The cruelty of the segregated system was further exposed when local ruffians attempted to break up the sit-ins with verbal abuse, assault, and violence. The local people who cooperated in sit-ins provided a community of black citizens willing to agitate for change and to suffer violence for a greater cause.
As the movement grew and more students, both black and white, became involved, civil rights organizations such as CORE and the Southern Christian Leadership Conference SCLC organized training sessions in nonviolence for participants.
Expecting violence from whites, arrest, and abuse, CORE held workshops to instruct the students in the tactics and ideas of nonviolence so as to increase the power and scope of the movement. Key to the success of the sit-in movement was the moral high ground that the participants took.
Their peaceful demonstrations for basic legal rights and respect increased favourable public opinion of their cause.
Facing violence with nonviolent resistance required that the students take no action against white aggressors and police who physically harassed and assaulted them and arrested them on spurious charges. Student participants came to understand the higher moral purpose of their own movement, and they practiced those principles in hundreds of small encounters across the upper and middle South. Knowledge of the sit-in movements spread rapidly across the South as the local nonviolent action took on a regional character.
At nearly every historically black college, students organized and met with local officials from CORE and SCLC in workshops and conferences on nonviolence.
Those meetings often brought together hundreds of students from communities in several states, who then began to form coordinated efforts at civil rights action. The creation of such communities of students led to greater coordination in the civil rights movement as the sit-ins phased out.
Baker had long been active as a local leader in the civil rights movement, but she gained a new prominence with the student-led sit-in movement. Martin Luther King, Jr. Demonstrating through nonviolence would force federal intervention, he argued, yet would permit the ultimate reconciliation between the races after the scourge of segregation had passed away.
We want the world to know that we no longer accept the inferior position of second-class citizenship. We are willing to go to jail, be ridiculed, spat upon, and even suffer physical violence to obtain First Class Citizenship. Although the sit-in movement demonstrated success, the participants at the Raleigh conference clashed about the proper strategies for the civil rights movement.The Nashville sit-in movement is widely regarded as one of the most successful and sustained student-directed sit-in campaigns of the Civil Rights movement.
Contributing to its success was the leadership and organization provided by noted pacifist, James M. During the late winter months ofLawson and the Nashville Student Movement, an organization comprised of students from the city's four African American colleges, made plans to launch a large-scale sit-in campaign targeting segregated restaurants and department stores in the city's downtown commercial district.
Lawson prepared participants for the campaign by offering workshops where he instructed students on the importance of discipline and self-control through simulated sit-ins. Upon receiving word of the sit-ins in Greensboro, North Carolina, the Nashville Student Movement launched their planned campaign into action. Local police officers responded to the staged sit-ins by arresting participating demonstrators. Despite the arrests, students continued to carry out the sit-ins by deploying multiple waves of demonstrators to occupy the lunch counters.
The sit-in demonstrations continued until April 19 when a bomb exploded in the home of Z. Alexander Looby, a prominent African American attorney who served as one of the primary lawyers for students arrested during the sit-ins.
The incident prompted thousands of demonstrators to stage a march on City Hall where Nashville Mayor, Ben West, met the marchers on the building's front steps to address their grievances. When publicly asked if he supported discrimination based on race, West voiced his opposition to segregation. Anxious to move the city forward and restore downtown commerce, city officials and local businesses agreed to desegregate Nashville's public facilities on May 10, Expand all Collapse all Results view.
Home About Help. Last modified: March 03, close.By Ronda Racha Penrice. But they in they helped energize the civil rights movement. Although a passive technique in nature, sit-ins caused real change to occur. The impact sit-ins had on the civil rights movement proved to be invaluable to changing policies and norms in the s. Howard University students also had success in when they used the sit-in tactic to desegregate a cafeteria in Washington, D.
These incidents were more isolated, however. The four students in North Carolina sparked a wave of additional sit-ins throughout the South and set the stage for the creation of a new organization that quickly gained momentum within the civil rights movement: the Student Nonviolent Coordinating Committee SNCC. This simple act added fuel to the burgeoning civil rights movement of the s. Even though there were no confrontations, the local media covered the second sit-in.
When the national media picked up the story, it struck a chord with other students who began to duplicate the sit-ins in other locations. The lunch counters at the front of the stores were popular meeting spots. Kress stores. To show their support, Northern students, both black and white, picketed local branches of chain stores that practiced racial segregation in the South.
Nashville, Tennessee was a pivotal city in the sit-in movement. With the national spotlight created by the Greensboro sit-in, students from four predominantly black schools took action in Nashville in February The first wave of sit-ins was peaceful, but that changed on February 27,when a group of white teenagers attacked sit-in participants.
Instead, they arrested the sit-in participants for disorderly conduct. A new group quickly replaced the arrested students. Nashville police arrested approximately 81 students during this period.
When the black community rallied behind the students with money to bail them out, the students refused the bail money and opted to serve jail terms. By April, Nashville, long considered a moderate city in regards to race relations, had lost considerable tourist dollars. When segregationists bombed the home of Z. Alexander Looby, the attorney who represented the participating students, 2, people, whites among them, marched to city hall and addressed Nashville Mayor Ben West.
The sit-in tactic helped integrate other facilities. By Augustan estimated 70, people had participated in sit-ins across the country more than 3, of these were arrested. One of the most important results of these actions was that students from across the country became active participants in the civil right movement. The sit-ins demonstrated that mass nonviolent direct action could be successful and brought national media attention to the new era of the civil rights movement.
Additionally, the jail-in tactic of not paying bail to protest legal injustice became another important strategy. For the first time, the battle to end racial injustice combined legal action with direct public protest.Guided Mode Get assistance with identifying and gathering evidence from sources. Freeform Mode Identify and gather evidence independently as you analyze sources.
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