1. RACE RELATIONS IN THE USA AFTER
1945
HISTORY GRADE 12
AUTHENTIC LEARNING ACTIVITY

2. Race has always been an issue in many countries including South Africa, but at this point we will
be dealing with the race relations in the United States of America after 1945.
Name may has often been attributed to "Jump Jim Crow", a song-and-dance caricature of African
Americans (very negative), basis for segregation was “Separate but equal” was seen constitutional
and upheld by supreme court.
The Jim Crow laws in the USA marked a very significant era when the laws paved a route for
segregation and discrimination of race.
Poll taxes and literary requirements meant many Black people were denied the vote, white people
not affected by this (1866), meant that Black people not represented in political system. White
pupils and Black pupils attended different schools as the supreme court stated that as long as they
were of equal quality then this was fine.
Black people not allowed to travel in same carriages as white people also had separate waiting
rooms and Plessy challenged this in 1896 but law upheld by Supreme Court.
Then in all that the Jim crow laws has made there black organisation that protested against the
segregation and discrimination in violent and non-violent methods that were referd to as the civil
rights protests. Active black leaders were Martin Luther King Jr (civil rights movement) and
Malcom X ( Black Power Movement).
INTRODUCTION

3. Read and discuss with a friend or classmates and answer the questions that
follow.
Target: Use of sources/recall of knowledge.
It is mostly important for learners to be able to distinguish between a violent
and non-violent movement.
INSTRUCTION

4. How did the Jim Crow Laws discriminate against Black people in the USA?
Write down bullet points under the following headings:
• School
• Travel
• Leisure
What effects will the lack of a proper education and not being able to vote
have on Black people? Think about housing, standard of living etc.
As an extension after answering the above questions, research the Ku Klux
Klan. What was the organisation and what did they do?
LEARNING ACTIVITY

5. Study Sources D and E. How useful are these
sources in helping you to understand why some
black Americans rejected the methods of Martin
Luther King? Explain your answer.
ACTIVITY CONTINUES…..

6. • All be able to write Simple statements using the Sources as information e.g.
violence/non-violence, integration/non-integration etc. (1-3) or (E-D)
• Most be able to write developed statements evaluating nature, origin and
purpose of the sources e.g. MLK says if blacks use violence they can‟t win
(Source D),Malcolm X wants to reject white society, he does not trust
white Americans. (4-6) or (D-C)
• Some – can write a developed explanation evaluating the sources as
evidence e.g. MLK was prepared to work within the system and accept its
limitations, MX was not (7-10) or (B-A*)
USE OF SOURCES/RECALL OF KNOWLEDGE

7. SOURCE D: from the magazine „Liberation‟ in 1959. This is part of an article
by Martin Luther King.
When the Negro uses force in self-defence he does not lose support, he may
even win it, by the courage and self-respect it reflects. When he starts violence
he is blamed for its consequences.
It is unfortunately true that however the Negro acts, his struggle will not be
free of violence begun by his enemies, and he will need great courage and
willingness to defeat this violence. But if he seeks it and organises it, he
cannot win.
SOURCE D – WHAT DOES THIS
SOURCE SAY?

8. Beliefs
MLK adopted tactics of Gandhi who used non-violence to get British to leave India
Believed that this was only way to end segregation
Used Media to cover Police brutality etc to gain moral high ground
Used public opinion and pressure to bring end to segregation
Wanted to use democracy and constitution of USA to bring about “integration”
Wanted to work within system and highlight abuses and gain sympathy both inside and
outside of USA
ACTIVITY CONTINUES..

9. • In pairs write down why using non-violence in the face of violence could
be difficult for some people?
• Think about how you would feel if you were discriminated against and
how you would react?
• How would you react to this?
WHY MIGHT SOME PEOPLE FIND
THIS DIFFICULT?

10. • 1955 – Rosa Parks refused to give up seat for white passenger and was
arrested
• MLK leads boycott of buses
• People share cabs, car pool etc
• In November 1956 Supreme Court ruled that segregation on buses
unlawful
• Non violent protest resounding success
http://uk.youtube.com/watch?v=nWDEUvcg8bk&feature=related
MONTGOMERY BUY BOYCOTT

11. What is Martin Luther King Jr saying in this clip?
http://uk.youtube.com/watch?v=1K1j9FaH2io
Martin Luther King Jr on Malcolm X, What is he saying?
http://uk.youtube.com/watch?v=MwKIUMbi9Jk&feature=related
What is Malcolm X saying in the following clips?
http://uk.youtube.com/watch?v=eIwUKWOV9_o&feature=related on
citizenship
http://uk.youtube.com/watch?v=WkTnUxLjO2E&feature=related
http://uk.youtube.com/watch?v=WkTnUxLjO2E&feature=related
http://uk.youtube.com/watch?v=o7f5NTLgtEA&feature=related
ACTIVITY CONTIUNUES….

12. SOURCE E: from the autobiography of Malcolm X, 1970
It has always been the case with white people that even though we might be
with them, we weren‟t considered to be part of them. Even though they
appeared to have opened the door, it was still closed. Thus they never did
really see me. This is the sort of kindly condescension which I try to point out
today to these integration hungry Negroes about their “liberal” white friends,
these so called “good white people”.
WHAT IS MALCOLM X SAYING?

14. Malcolm X on Martin Luther King Jr? discuss it in your own understanding.
http://uk.youtube.com/watch?v=znQe9nUKzvQ&feature=related
After researching and answering all the given questions, a learner must reflect
on his/her understanding of the race relations in the USA after 1945
individually by writing a report on not more than one and a half page. Make
sure that you answered all the questions. You have full two weeks to finish this
activity………..GOOD LUCK
LEARNING ACTIVITY
CONCLUDES

15. 1. Authentic activities have real-world relevance.
2. Authentic activities are ill-defined, requiring students to define the tasks and
subtasks needed to complete the activity.
3. Authentic activities comprise complex tasks to be investigated by students
over a sustained period of time.
4. Authentic activities provide the opportunity for students to examine the task
from different perspectives, using a variety of resources.
5. Authentic activities provide the opportunity to collaborate.
6. Authentic activities provide the opportunity to reflect.
7. Authentic activities can be integrated and applied across different
8. subject areas and lead beyond domain-specific outcomes.
9. Authentic activities create polished products valuable in their own right rather
than as preparation for something else.
THE AUTHENTIC CHARACTERISTICS
THAT WERE USED IN THIS ACTIVITY
ARE LISTED BELOW