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ED 360 408

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Czech, Christopher Civil Rights Movement and the 1990s: Racism and the African-American Population. Saint Cloud State Univ., MN. Dept. of Human Relations. 92

78p. Reports Evaluative/Feasibility (142)

EDRS PRICE DESCRIPTORS

IDENTIFIERS

MF01/PC04 Plus Postage. *Black History; *Civil Rights; Course Content; *Curriculum Development; Evaluation Methods; Grade 10; High Schools; *High School Students; Human Relations; *Racial Discrimination; Racial Relations; Secondary School Curriculum; Social Problems; Social Studies; United States History; Urban Areas *African Americans; *Social Movements

ABSTRACT A plan is presented for a curriculum that shows how

African Americans have been left out of decision making, stereotyped negatively, and denied resources. The project is intended to be a base for future studies of human relations issues in order to understand how society operates. Using the contexts of the 1960s and the 1990s, the power structures of American society are clarified. The curriculum is designed for a high school social studies classroom, typically a 10th grade studying U.S. history. Topics for the 9 days of study are: (1) racism; (2) institutional racism (2 days); (3) discrimination; (4) African Americans; (5) continued oppression and prejudice today (2 days); (6) color consciousness and discrimination; and (7) dealing with racism. Eighteen attachments, including overheads, a questionnaire, a test, and handouts, are included. (SLD)

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CIVIL RIGHTS MOVEMENT AND THE 1990s: RACISM AND THE AFRICAN-AMERICAN POPULATION

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Curriculum Project 1992

St. Cloud State University St. Cloud, MN 56301

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TABLE OF CONTENTS

RATIONALE FOR PROJECT

CURRICULUM DAYS

Day One--Introduction to Human Relations Issues Days Two and Three--History of Oppression and the

Civil Rights Movement 1960s Day Four--Africain-Americans Experience with the

Civil Rights Movement Day Five--Leaders of the Civil Rights Movement in

1960s Days Six and Seven--African-American Situation

Today Day Eight--Issues of African-Americans Today Day Nine--Evaluation and Action Day

ATTACHMENTS

Attachment 1--A Group Oppressed Attachment 2--Questionnaire Attachment 3--Human Relations Term Sheet Attachment 4--Total Nation's Involvement in

the Civil Rights Movement Attachment 5--U.S. Political Map Attachment 6--"Or Does It Explode?", By Zinn Attachment 7--Leaders of the Civil Rights

Movement Report Format Attachment 8--The Struggle for Equal Rights Attachment 9--The Leaders of the Civil Rights

Movement Information Attachment 10--Overhead 1--Income Attachment 11--Overhead 1A--Income Attachment 12--Overhead 2--Poverty Attachment 13--Overhead 3--Education Attachment 14--Overhead 4--Unemployment Attachment 15--"To Discuss Issues of Race We

Must Look at Ourselves", By Kramer Attachment 16--"Race Not an Issue to Many",

By von Sternberg Attachment 17--"On Race, Local Media Deserves

Euthanasia", by Jones Attachment 18--Test

WORKS CITED

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Rationale for Project

It seems in the past that high school students have not been exposed to the 1960s Civil Rights Movement and the African-American views on society. This may be due to the emphasis on early U.S. history and, thus, running out of time in the school year for more current events. The hope of this project is to introduce to the student the social, economic, and political climate during the Civil Rights Movement of the 1960s and then examine how things have changed, or the lack of change, in today's society. In examining these issues of history, it is a way of providing examples and a forum for emphasizing human relation issues of oppression and racism. This also can show how an institutional power functions. The curriculum will give evidence on how AfricanAmericans have been left out of decision making, negatively stereotyped, and denied resources. These human relation issues are important because students have to deal with the system of oppression everyday. This project is designed to be a base project for future studies of human relations issues in order to understand how society operates.

In designing the project, I could have chosen many time periods as a focus to the study. For exam ple, the Civil War and reconstruction period could be used to show a system that continues to oppress a population. The project also could have focused just on today by bringing issues up and corresponding them to systems of society that discriminate and hold down a population. There are three reasons for use of both the 1960s and 1990s in this curriculum project. First, the students need to understand the system of oppression that takes place in this society. With racial tension high in the country at the present time, understanding human relations concepts, and specifically understanding about racism, is important. It is equally important to instruct the students on how to deal with the issues involved with racism. The project attempts to do this. Second, I believe that students need to have information presented in different ways. In this project, human relations issues are presented -ontext of the 1960s and 1990s. As stated above, the students have a lack of understanding about the events of the 1960s. Many students I have talked with show great interest in this time period. By first using the 1960s as a setting for explaining human relations issues, I hope to tap into their interest. Also, many of the issues are clearly identified in the Civil Rights Movement. Another need of the students is to be presented current information. This tends not to be done in the classroom. The importance and interest in history for the students probably emphasizes current decades and then proceeds back in history, but history is logically presented from the past to the present. Finally, the designer of this project has an interest in trying to explain the power structure in society and explaining both the Civil Rights Movement and current issues. In my schooling, all of these issues were not presented until I went to college. These issues need to be presented earlier in order for the student and the instructor to understand them. The teacher learner process has the ability to expand both parties knowledge about the human relations concepts. The project has evolved and continues to expand. Realistically, in the classroom the human relation issues would be presented at the beginning of the year. When talking about Columbus or slavery, it is important to understand the power structure. This project may be incorporated anytime in the school year or around Martin Luther King Day in order to give it more perspective. In other words, it can be adapted to incorporate different issues or different time periods, but it can be expanded to deal with more

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racial issues. This could be a base for future information about different racial groups: Asian-Americans, Chicana/Chicanos, or rlifferent-isms including ableism, ageism, classistn, heterosexism, and sexism. A final note, the project is designed for a high school social classroom (U.S. history 10th grade level) in a mostly white suburb with about 30 students (like Et. Cloud). This project could also be used if there are African-American students or other people of color in the classroom because they also have to understand the human relation issues and the history involved.

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