Background: When the First World War began, African-American leaderspressed the government to provide black men the right to go to combat to provetheir devotion to their country. Hoping that their service would lay a stake oncitizenship that the nation would have no choice but to honor, the “New Negro”of the 1920s adopted a more militant stance toward civil rights. The civilrights struggle envisioned at the time, however, made few concrete gains.Discrimination and disenfranchisement persisted.
African-Americanleaders responded to the Second World War much as they had to the First,offering their services while expecting recognition in return. They intended tofight a “Double-V Campaign” against fascism abroad and racism at home. Theyhelped to kill fascism abroad; racist policies at home survived, but only for atime. Less than a decade after the war ended, the Brown case struck down theprinciple of “separate but equal” in schools. A grass-roots movement emerged tochallenge discrimination elsewhere. By 1965, nonviolent means had murdered JimCrow. Yet, the 60s were nothing if not a violent decade, marred by war, riots,and assassinations. By the end of the decade, Americans were as divided in someways as they had ever been, and hopes for integration into a single Americannation largely gave way to an emphasis on the unique needs and interests ofdifferent groups within the nation.
Resources: Whenwriting your response, draw from material in the following video:
- Beacham, T. Gilmartin, B., Grobman, S, Ling, C., & Rhee, V.(Producers), Libretto, J. (Director). (2004). Let freedom ring: Moments from the civilrights movement, 1954-1965 [News program]. NewYork, NY: NBC Universal. Retrieved fromhttp://digital.films.com/OnDemandEmbed.aspx?Token=40565&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
Also in your response, draw from at least TWOof the documents listed below:
- (1962). “The bottom of the economic totem pole”:African American women in the workplace. Retrieved fromhttp://historymatters.gmu.edu/d/6472
- (1962). The Port Huron statement of the studentsfor a democratic society. Retrieved fromhttp://www.h-net.org/~hst306/documents/huron.html
- (1969). “The cycle of poverty”: Mexican-Americanmigrant farmworkers testify before Congress. Retrieved fromhttp://historymatters.gmu.edu/d/7024
- (1970). “We must destroy the capitalistic systemwhich enslaves us”: Stokely Carmichael advocates black revolution. Retrievedfrom http://historymatters.gmu.edu/d/6461
- (1976). “Self determination of free peoples”:Founding documents of the American Indian Movement (AIM). Retrieved fromhttp://historymatters.gmu.edu/d/6897
- Steinem, G. (1970). “All our problems stem from the same sex based myths”:Gloria Steinem delineates American gender myths during ERA hearings.Retrieved from http://historymatters.gmu.edu/d/7025
- Truscott, L. (1969, July 3). Gay power comes to Sheridan Square.The Village Voice. Retrieved fromhttp://www.pbs.org/wgbh/americanexperience/features/primary-resources/stonewall-village-voice/
Instructions: After reviewing your Instructor’sGuidance and completing the weekly reading assignments (including those in theresource section below), please post a substantive discussion post of at least200 words that analyzes the development and success of the Civil Rights Movementusing the following questions as the basis of youranalysis:
- What precisely did the Civil Right Movement gain?
- What objectives did it fail to achieve?
- How were the approaches of Martin Luther King Jr, and Malcom X to CivilRights different? How were they the same?
- Why did so many new movements emerge by the end of the 1960s? (i.e.regarding Native Americans, Women, Chicanos, etc)
- Was the nation more or less divided in 1970 than it had been in 1950?
Your initial post should be at least 200 words in length.Support your claims with examples from the required material(s) and properlycite any references. You may use additional scholarly sources to support yourpoints if you choose.