Lesson Plan # 3  Secondary History / Social Studies 

Course  Lesson Topic / Unit Name   Instructor  Date(s) 

American History II  The Civil Rights Movement/ ​The Rise of 1950 and  Zoey Hanson 
1960 Social Movements 
Lesson Essential Question (LEQ) or  What does a good protest movement look like? 
Learning Objective (LLO) 
NC Essential Standard(s)  ● AH2.H.8: Analyze the relationship between progress, crisis and the “American Dream” within the United States. 

● AH2.H.1.3 Use Historical Analysis and Interpretation to: 

1. Identify issues and problems in the past 
2. Consider multiple perspectives of various 
peoples in the past. 
3. Analyze cause-and-effect relationships and 
multiple causation. 
4. Evaluate competing historical narratives and 
debates among historians. 
5. Evaluate the influence of the past on 
contemporary issues. 
 
Activity  Details (Setting, steps, prompts)  Purpose-Rationale  Time 
Pre-Lesson  Silent Seminar: Students will be split into four  The silent seminar is a great way to approach a  10 Minutes 
How do you prepare students for content & skills  groups. Each group will be given either space on  controversial topic and Civil Rights is filled 
acquisition, or use students’ prior knowledge? How  the whiteboard and some dry-erase markers or  with controversial issues. These include child 
do you open this new lesson?  some poster paper and pens/pencils. Students  protests and police brutality. These images 
will be shown the two photos from the  cover both of these topics and the Malcolm X 
Birmingham campaign included below and the  statement is very provocative. Students are 
quote "Real men don't put their children on the  likely to have strong opinions and I am 
firing line" by Malcolm X should be written on  interested in their thoughts. Students will be 
the board. Students should be instructed, in  able to discuss these opinions without getting 
their groups, to silently "discuss" the photos and  vocally heated. This will be a great way to 
quote. This means the students should write  gauge student opinion before beginning the 
their thoughts on their poster paper/whiteboard.  lesson. 
These thoughts can be general statements or 
questions or specific ideas, and statements of 
agree/disagree. They should respond to each 
other's ideas. This will go until time runs out 
There will then be a discussion of ideas that 
were written by each group 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Acquisition   The instructor will give a lecture detailing the  This teacher focused acquisition provides  20 Minutes 
How will students acquire new content or skills? Is  later demonstrations and marches in the  information on the demonstration and 
acquisition teacher or student-centered?   nonviolent movement.. This includes the  legislation from this portion of the movement. 
[Explain lesson goals by emphasizing LEQ/LLO]  Birmingham Campaign and the Children's  This provides students with the information 
Crusade, The March on Washington, Selma,  they need to understand and complete the 
Freedom Summer, The Civil Rights Act of 1964,  following activities.  
and the Voting Rights Act of 1965. 
Extending & Refining I​ ​(group)  Show students footage from the Birmingham  These offer primary examples of Civil Rights  20 Minutes 
How will students practice new content and skills  Campaign and the two photos of students  major protests and demonstrations. These 
by working with classmates? How does this activity  protesting and being detained in Birmingham  examples will allow students to understand 
promote historical thinking skills and using  included below. Students should then be shown  what kind of people made up the Civil Rights 
primary/secondary sources? 
some photos from the march in Selma, and a few  Movement, what the movement looked like, 
photos from Freedom Summer in Mississippi.  and how it achieved success. This will help 
Lastly, give students a copy of the political  students answer the LEQ by understanding 
cartoon included below.  what makes up a protest group and what 
With the people around them, students should  allows groups to be successful by providing an 
discuss what they see in these images. They  example.  
should be instructed to consider who is in the 
photos and what kind of message the photos are 
meant to send.  
We will then have class discussion of what these 
photos mean, how they show mostly young 
people and religious individuals. We will then 
discuss what role young people and 
churches/pastors played in the Civil Rights 
Movement and these specific demonstrations.  
Adjustments  If students continue to struggle with material,  This would be a continuation of the previous  15 Minutes 
What adjustments will you make if students  the class can look at more images from the  activity and provide more examples and more 
struggle or progress too quickly (before advancing  protests that can be found at the bottom of the  opportunities for students to understand the 
further)?  resources. The instructor can pick and choose  primary themes and concepts.  
what photos are discussed.    
  This allows students who move more quickly, 
If students move too quickly, as a class, we will  access to more detail while maintaining the 
analyze Bloody Sunday in Selma. They will be  main themes of the lesson. Analyzing Bloody 
shown the video from NBC on Bloody Sunday.  Sunday relates back to the pre-lesson by 
We will then discuss why this protest was so  touching on police brutality and sets up for day 
much more vividly violent than some of the  2 of the lesson by analyzing a shift from 
other demonstrations of the past. We will also  nonviolence to militancy. 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 discuss the role Bloody Sunday played in passing 
the Voting Rights Act and the future of the 
movement.  
 
(Other adjustments can be made based on 
students' specific needs) 
Extending & Refining II (individual)   The instructor will put the poster from Selma  This activity allows students to again address  20 Minutes 
How do students (and teacher) know if they are  and the Pamphlet from Freedom Summer on the  the goals of the Civil Rights Movement. 
mastering the content and/or skills for this lesson?  board. Students will each be given a copy of the  However, unlike in the past, students are 
[Formal, informal assessments to measure learning]  statement on LBJ's and the right to vote and the  provided with the "fruits" of the Civil Rights 
Voting Rights act of 1965. They should read and  Movement's work in the form of the Voting 
annotate the articles and answer the following  Rights Act. I provided students with a 
questions. This will be turned in by the end of  declaration of Selma marchers calling for 
class  voting rights as an example of why Selma was 
"How would you define "Law and Order"? How  occuring, even after the Civil Rights Act, and 
would the US government define it?"  how the protest prompted Congress to pass 
the Voting Rights Act. This again prompts 
"What are the statement's author's concerns 
students to analyze how the Civil Rights 
regarding voting rights?" 
movement organized to achieve their goals. 
"List the key points of the Voting Rights Act and  This will help students answer the LEQ. 
their significance." 
Closure  Students should be asked to consider what was  I choose to end the lesson this way because I  5 Minutes 
How do students put it all together for today’s  discussed during class and write a brief  believe the Children's Crusade is prevalent to 
lesson? The closure activity helps tie ​this​ lesson to  description of what they would do, as high  the lives of High Schoolers. Most social 
the overall unit. Re-emphasize LEQ/LLO,  school students, if faced with a movement like  movements are led by young people and it is 
UEQ/ULO, and “big picture” understanding 
the Civil Rights Movement. They should  important to remind young people of this role 
consider the children of Birmingham and the  they play in social change. This activity should 
college students of freedom summer. This will  get students thinking about what they would 
be turned in as they leave class.  do, or actually do, if part of a social movement 
and has them apply the LEQ to their modern 
lives.  
  Formative - Informal  Summative - Formal 
Assessments   I will be able to gauge students learning both from their  The final activity, a written paragraph, will allow me to 
discussion responses and written responses during  measure what students learned by taking note of historical 
activities.   event or concepts addressed in lesson mentioned in their 
response 
 
DAY 2 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 Activity  Details (Setting, steps, prompts)  Purpose-Rationale  Time 
Pre-Lesson  Play for students the 1971 song/poem "The  There are so many songs that focus on  5 Minutes 
How do you prepare students for content & skills  Revolution will Not be Televised" by Gil  equality and Black Power I almost felt 
acquisition, or use students’ prior knowledge? How  Scott-Heron. Students should also be given a  obligated to include this aspect of the culture 
do you open this new lesson?  copy of the lyrics (included below). Students  of Civil Rights. I found this song especially 
should write the answer to the following  powerful. The song is a great way to voice the 
questions either on another piece of paper or on  emotions of the Black Power Movement and is 
their lyric sheet and turn it in when finished.  likely to get students thinking about this shift 
"What do you think "the revolution will not be  in the movement. The poetic nature of the 
televised means"?"  lyrics also requires students to critically 
analyze the symbolism of those lyrics.  
"Pick another piece of the lyrics and tell me what 
you think it means." 
"How might this song reflect the Black Power 
Movement?" 
Acquisition   The instructor will give a lecture detailing the  This teacher focused acquisition provides  15 Minutes 
How will students acquire new content or skills? Is  rise of the Black Power and Black Nationalism  information on the rise of militant groups in 
acquisition teacher or student-centered?   Movements. It should focus on a move from  the Civil Rights Movement. This provides 
[Explain lesson goals by emphasizing LEQ/LLO]  nonviolence to militantism in the Civil Rights  students with background information they 
demonstrations. This includes, Malcolm X and  can use to understand and complete the 
the Nation of Islam, The Black Panthers, and the  following activities.  
Watts Riot. 
Extending & Refining I​ ​(group)  Pull up the Black Panther Party Platform and  Because the Black Power Movement is  20 Minutes 
How will students practice new content and skills  Program from 1966 on the board and give each  controversial I wanted students to analyze 
by working with classmates? How does this activity  group (3 to 4 students in each) a copy. Each  both the good and the bad of the movement. 
promote historical thinking skills and using  group should read it out loud. Each group should  The Party Platform, which shows that the 
primary/secondary sources? 
discuss what is in the document. Have groups  movement had similar goals of the nonviolent 
write their answers to the following questions  movement, is juxtaposed for students with an 
This should be turned in when students finish  article calling them communist and discussing 
discussion.  the movement's violence. This requires the 
"What does this tell you about the Black Panther  students to make their own assumptions of 
Party?"  whether the movement is "good" or "bad." 
Preferably, students will find it is neither one 
"In what ways do these goals differ from those of 
or the other, but a little bit of both. I finished 
the nonviolent movement? How are they 
this activity by asking groups to directly state 
similar?" 
their findings and start forming an answer for 
Give each group a copy of "Are These Cats  the LEQ. 
Red?". Each group should take the same steps as 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 before, reading it out loud and then answering 
the following questions 
"How did the media portray the Black Panthers?" 
"What steps does the article say are necessary 
to ensure law and order?" 
 
These question requires application of both 
documents 
"What do you think makes a "good" protest 
movement? How do the Black Panthers fit or 
not fit this description? Use examples from the 
documents provided" 
"Do these documents change what you think of 
the Black Panthers? Why or why not?" 
 
Adjustments  If students continue to struggle with material, we  Since there is little instructor involvement in  15 Minutes 
What adjustments will you make if students  will have a detailed discussion of the goals of the  the previous activity. If students struggled, I 
struggle or progress too quickly (before advancing  Black Panther movement and the belief of those  decided to keep it easy and open up the 
further)?  who opposed the movement. We will work  previous activity to the entire class with more 
through the documents in the previous section  instructor involvement. The instructor will be 
together. The instructor should guide students  able to more clearly walk students through the 
through each important points in the documents  documents and the primary themes included.  
and can provide historical context.  
 
If students move too quickly, the extra fifteen 
minutes here should be added to either 
extending and refining to give them extra time to 
refine student responses. 
 
(Other adjustments can be made based on 
students' specific needs) 
Extending & Refining II (individual)   Play for students the two clips from Malcolm X  Similarly to teaching Selma and the Voting  25 Minutes 
How do students (and teacher) know if they are  speeches included below. The first one is  Rights Act together, I wanted to show the 
mastering the content and/or skills for this lesson?  Malcolm X's response to police brutality and the  rhetoric of Black Nationalists next to 
[Formal, informal assessments to measure learning]  second is a short excerpt from "The Ballot or  increasingly violent protests like Watts. This 
the Bullet." 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 Encourage students to think about the messages  allows students to analyze how the Black 
Malcolm X gives and how he gets these  Power Movement was put into action.  
messages across. What kind of rhetoric does he 
use and what emotions does it evoke? 
Students will then be shown short footage from 
the Watts Riots and the violence that ensued in 
the name of Civil Rights.  
 
Closure  Students will be asked to write approximately a  I had students write a paragraph to develop  10 Minutes 
How do students put it all together for today’s  paragraph long response to the Black Panther  their own conclusions about how the 
lesson? The closure activity helps tie ​this​ lesson to  Party, Malcolm X speeches and the Watts Riot.  movement was shaped and changed. They also 
the overall unit. Re-emphasize LEQ/LLO,  They should consider how the Civil Rights  do not have guiding questions, giving them the 
UEQ/ULO, and “big picture” understanding 
movement changed over time. This will be  option to take their own route and address an 
turned in at the end of class.   issue of their preference. This will also show 
  that students have grasped the main idea of 
the material.  
  Formative - Informal  Summative - Formal 
Assessments   Formative assessment will be measured primarily   
during the student's small group discussion. The 
instructor, walking around, will be able to gauge that 
students are learning and understanding primary 
concepts. The student's written responses on Malcolm 
X and Watts will also act as a formative assessment, 
proving that students can, or can not, make necessary 
connections.  
Materials & Supplies  ● Pencil/Paper  ● Smartboard/projector  ● 
Sources & Notes  Sources (Chicago Manual of Style)  Notes to self 
Where did you research content for today’s  ● “A Copy of the Black Panther Party Platform and  ● 
lesson? Where did you find helpful information, 
Program, 1966.” A copy of the Black Panther Party   
primary & secondary sources, and lesson plan 
ideas?   Platform and Program, 1966. | DPLA. UNC Berkley. 
Accessed March 18, 2020. 
https://dp.la/primary-source-sets/the-black-power-mo
vement/sources/388​. 
● American Public Media. “American RadioWorks - Say 
It Plain, Say It Loud.” APM Reports - Investigations 
and Documentaries from American Public Media. 
Accessed March 18, 2020. 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 http://americanradioworks.publicradio.org/features/bl
ackspeech/mx.html​. 
● “Birmingham Campaign.” Wikipedia. Wikimedia 
Foundation, March 1, 2020. 
https://en.wikipedia.org/wiki/Birmingham_campaign​. 
● “​Bloody Sunday in Selma: Remembering the March 
MLK 50.” NBCNews.com. NBCUniversal News 
Group, March 25, 2018. 
https://www.nbcnews.com/video/bloody-sunday-in-sel
ma-remembering-the-march-mlk-50-1194394179737​. 
● “Civil Rights Movement Photographs March on 
Washington for Jobs and Justice.” Civil Rights 
Movement -- Images of a Peoples' Movement. 
Accessed March 18, 2020. 
https://www.crmvet.org/images/imgmow.htm​. 
● “Civil Rights Movement Photographs Selma, Lord, 
Selma The Selma Voting Rights Campaign.” Civil 
Rights Movement -- Images of a Peoples' Movement. 
Accessed March 18, 2020. 
https://www.crmvet.org/images/imgselma.htm​. 
● Sanchez, Gabriel H. “These Harrowing Pictures 
Capture The Reality Of ‘Bloody Sunday’ In 1965.” 
BuzzFeed News. BuzzFeed News, March 7, 2019. 
https://www.buzzfeednews.com/article/gabrielsanchez
/selma-montgomery-march-1965-anniversary-pictures
. 
● “Civil Rights Movement Photographs Selma, Lord, 
Selma The Selma Voting Rights Campaign.” Civil 
Rights Movement -- Images of a Peoples' Movement. 
Accessed March 18, 2020. 
https://www.crmvet.org/images/imgselma.htm​. 
● “Civil Rights Movement Photographs The Children's 
Crusade: Birmingham ​ 1963.” Civil Rights Movement 
-- Images of a Peoples' Movement. Accessed March 
18, 2020. 
https://www.crmvet.org/images/imgbham.htm​. 
● Cook, Erin. “Lesson Plan: The Children's Crusade & 
the Role of Youth in the African American Freedom 
Struggle.” The Martin Luther King, Jr., Research and 
Education Institute, June 12, 2019. 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 https://kinginstitute.stanford.edu/liberation-curriculum
/lesson-plans/lesson-plan-childrens-crusade-role-yout
h-african-american-freedom​. 
● “DMC Browse Collection.” MSU Libraries. Accessed 
March 18, 2020. 
https://lib.msu.edu/branches/dmc/collectionbrowse/?c
oll=20​. 
● CBS News. "50 years on, a look back at the Watts 
riots." 6:52. August 11, 201​5 
● “​The Black Power Movement.” The Black Power 
Movement | DPLA. Accessed March 18, 2020. 
https://dp.la/primary-source-sets/the-black-power-mo
vement/teaching-guide#tabs​. 
● Scott-Heron, Gil. "The Revolution Will Not Be 
Televised." P ​ ieces of A Man​. Warner Chappell 
Music. 1971. 
● Edmonds, Michael, and Stephen Haller. “Images 
from Freedom Summer, 1964.” The Southern 
Quarterly. The University of Southern Mississippi, 
College of Arts and Sciences, February 12, 2015. 
https://muse.jhu.edu/article/567249​. 
● History.com Editors. “Freedom Summer.” 
History.com. A&E Television Networks, October 
29, 2009. 
https://www.history.com/topics/black-history/freed
om-summer​. 
● History.com Editors. “Voting Rights Act of 1965.” 
History.com. A&E Television Networks, 
November 9, 2009. 
https://www.history.com/topics/black-history/votin
g-rights-act​. 
● History.com Editors. “Civil Rights Act of 1964.” 
History.com. A&E Television Networks, January 4, 
2010. 
https://www.history.com/topics/black-history/civil-r
ights-act​. 
● Klein, Christopher. “How Selma's 'Bloody Sunday' 
Became a Turning Point in the Civil Rights 
Movement.” History.com. A&E Television 
Networks, March 6, 2015. 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 https://www.history.com/news/selma-bloody-sunda
y-attack-civil-rights-movement​. 
● Gilmore, Kim. “The Birmingham Children's 
Crusade of 1963.” Biography.com. A&E Networks 
Television, January 28, 2020. 
https://www.biography.com/news/black-history-bir
mingham-childrens-crusade-1963​. 
● Joiner, Lottie L. “How the Children of Birmingham 
Changed the Civil-Rights Movement.” The Daily 
Beast. The Daily Beast Company, May 2, 2013. 
https://www.thedailybeast.com/how-the-children-of
-birmingham-changed-the-civil-rights-movement​. 
● Levingston, Steven. “Children Have Changed 
America before, Braving Fire Hoses and Police 
Dogs for Civil Rights.” The Washington Post. WP 
Company, March 23, 2018. 
https://www.washingtonpost.com/news/retropolis/
wp/2018/02/20/children-have-changed-america-bef
ore-braving-fire-hoses-and-police-dogs-for-civil-rig
hts/​. 
● Smithsonian Channel. "Malcolm X’s Fiery Speech 
Addressing Police Brutality." 2:48. August 11, 2015. 
● “The Black Power Movement.” The Black Power 
Movement | DPLA. Accessed March 18, 2020​. 
https://dp.la/primary-source-sets/the-black-power-mo
vement#tabs​. 
● “Transcript of Voting Rights Act (1965).” Our 
Documents - Transcript of Voting Rights Act (1965). 
Accessed March 18, 2020. 
https://www.ourdocuments.gov/doc.php?flash=true&d
oc=100&page=transcript​. 
 
 
Edits: Most of the feedback on this lesson plan was positive. The only changes I made involved trimming the lesson down. I tend to
overestimate what students can complete in 90 minutes. I completed this by reducing the number of questions in each activity. I also
removed my closing activity and replaced it with an activity from an extending and refining section. Originally, I had both and feedback
suggested I only do one. I chose to remove the closing activity because it was a T-chart that required students to compare the methods of
Martin Luther King and Malcolm X. The feedback suggested that this divided the Civil Rights movement. This was not my intent, but I did

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
not know how else to get what I wanted from students so I deleted the activity altogether and simply replaced it with the extending activity.
This not only removed the problematic assignment but also allowed me to move things around so as not to press time.

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Content Notes - Day 1
● Birmingham - 1963
○ Led by Dr King and the SCLC, Birmingham was​ a broad campaign of direct action aiming to topple segregation in
Alabama’s largest city. Activists used business boycotts, sit-ins, and peaceful marches as part of the campaign.
○ Dr King was arrested, and while in prison wrote his famous "letter from a Birmingham Jail," adding to his national reputation
○ Children's Crusade
■ Children, both elementary and high school, became the leading force in the protests in Birmingham
■ Thousands of children skipped school to participate, and in turn, thousands of children were imprisoned
■ Footage of law enforcement using police dogs and fire hoses on children circulated the nation. This drew great anger
at law enforcement for attacking children, and great praise for the protestors remaining nonviolent even against
violence.
○ The protest was successful when Birmingham desegregated downtown businesses
● March on Washington - August 1963
○ A march on DC, organized by Civil rights leaders, called for, among other things, civil rights legislation, school integration,
an end to discrimination by public and private employers, job training for the unemployed, and a raise in the minimum wage.
○ 250,000 people gathered on the national mall to watch Dr King give his "I have a dream" speech on the steps of the Lincoln
memorial
○ This march put unprecedented pressure on politicians to pass meaningful Civil Rights legislation.
● Freedom Summer - 1964
○ A massive drive, mostly organized by student organization, to register voters in Mississippi, a state with a history of horrible
discrimination and voter oppression
○ Set up "Freedom Schools" for African-American children
○ Volunteers, both Black and White, faced frequent violence and incarceration. Many volunteers went missing or were killed
by White supremacists
○ The summer was not incredibly successful with only 1,200 more African-Americans being registered to vote
● Civil Rights Act of 1964 - July 1964
○ Ended Segregation in public places and banned employment discrimination
○ Originally proposed by President JFK, faced fierce opposition from southern congressmen, including a fierce filibuster, but
was signed into law by LBJ after President Kennedy's assassination
○ This act would be the first major step in Civil Rights and ending Jim Crow by outlawing discrimination based on race,
ethnicity, gender, or religion.
○ Authorized the Office of Education to fully implement Brown v Board.
● Selma -February/March 1965

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 ○ In Dallas County, Alabama, African-Americans made up over half the population but only 2% of registered voters in the
county. Efforts by student organizations to register voters had frequently been thwarted
○ Protestors, led by Dr King, decided to embark on a 50 mile protest march.
○ Before the March could begin, state troopers clubbed nonviolent protesters and fatally shot one after following the directions
of governor Wallace "to ​use whatever measures are necessary to prevent a march.”
○ Marchers were told to turn around by a wall of law enforcement, both sides stood their ground. Troopers began to advance,
clubbing marchers to the ground, throwing tear gas into the crowd, and swung rubber wrapped in barbed wire.
○ The violence was captured on camera and went from a local protest to a national Civil Rights event. The event became
known as "Bloody Sunday". Sympathizers nationwide staged protests in solidarity with Selma marchers.
○ The concern around Selma prompted the passing of the Voting Rights Act in Congress 5 months later.
● Voting Rights Act of 1965
○ Signed into law by President Lyndon B. Johnson, the Voting Rights Act aimed to overcome legal barriers at the state and
local levels that prevented African Americans from exercising their right to vote as guaranteed under the 15th Amendment to
the U.S. Constitution.
○ The act banned the use of literacy tests, provided for federal oversight of voter registration in areas where less than 50 percent
of the non-white population had not registered to vote, and authorized the U.S. attorney general to investigate the use of poll
taxes in state and local elections.
○ Led to an increase in African-American voter registration and voter turn out. For example, in Mississippi, Black voter turnout
increased from 6% to 59% in 5 years.

Content Notes - Day 2

● Malcolm X
○ A nation of Islam minister became a prominant figure in the Black militant movement. He ​encouraged African Americans to
pursue freedom, equality, and justice by “any means necessary.” Malcolm X advocated armed resistance in defense of the
safety and well-being of black Americans, stating, “I don’t call it violence when it’s self-defense, I call it intelligence.”
○ The Black Power movement emerged as the radical alternative to the racially integrated, largely Protestant approach of
Martin Luther King Jr. A core ideological tension emerged between Malcolm X and Dr King, who both criticized the other as
failing to offer solutions
● The Black Panthers
○ The Black Panthers became the leading group in the Black militant movement, started by Huey Newton and Bobby Seale in
1966
○ Became known for direct action and self-defense, using the concept of decolonization to liberate black communities from
white power structures. They also sought reparations and exemptions for black men from the military draft. Citing police

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 brutality and racist governmental policies, the Black Panthers aligned themselves with the “other people of color in the
world” against whom America was fighting abroad.
○ Although it was perhaps most well known for its open display of weapons, military-style dress, and black nationalist beliefs,
the party’s 10-Point Plan also included employment, housing, and education. The Black Panthers worked in local
communities to run “survival programs” that provided food, clothing, medical treatment, and drug rehabilitation. They
focused on modes of resistance that empowered black activists on their own terms
● Watts Riot
○ The Watts Riots were a series of riots that broke out August 11, 1965, in the predominantly black neighborhood of Watts in
Los Angeles. It lasted for six days, resulting in 34 deaths, 1,032 injuries and 4,000 arrests, involving 34,000 people and
ending in the destruction of 1,000 buildings, totaling $40 million in damages.
○ At a traffic stop two Black men were pulled over by a White police officer. The driver failed a sobriety test and began to
resist arrest. The situation escalated as a huge, hostile crowd formed and backup police arrived. Batons and shotguns were
used to control the crowd but the crowd continued to converge on the police as they continued to arrest individuals. The riot
escalated as people threw rocks, bricks etc at vehicles.
○ The night after the arrest, crowds attacked motorists with rocks and bricks, and pulled white drivers out of their cars and beat
them. Overnight, violence had engulfed the streets as mobs clashed with police, set buildings and cars on fire and looted area
stores. Crowds attacked firefighters and obstructed them from putting out fires.
○ In three days, further clashes included sniper fire at police and Guardsmen, police raids on vehicles and apartments, and
Molotov cocktails. Watts resembled a war zone, and the violence continued three more days.
○ Most of the 34 dead were black citizens. Two policemen and one firefighter were among the casualties, and 26 deaths, mostly
the result of Los Angeles Police Department or National Guard actions, were deemed justifiable homicides.
○ A commission was set-up to study the causes of the riot, after which several community-improvement suggestions were made
that would improve schools, employment, housing, healthcare and relations with the police department.There was little
follow-up, but a new era of DIY local activism blossomed in Watts, including reformed street gang members who joined with
the Black Panther Party to rebuild and monitor police excesses.

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Birmingham Campaign Photos 

 
 
Black Panther Goals 
 
 
The Revolution Will Not Be Televised
The Revolution Will Not Be Televised
Gil Scott-Heron
You will not be able to stay home, brother
You will not be able to plug in, turn on and drop out
You will not be able to lose yourself on skag and skip
Skip out for beer during commercials
Because the revolution will not be televised
The revolution will not be televised
The revolution will not be brought to you by Xerox
In 4 parts without commercial interruption
The revolution will not show you pictures of Nixon
Blowing a bugle and leading a charge by John Mitchell
General Abrams and Spiro Agnew to eat
Hog maws confiscated from a Harlem sanctuary

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 The revolution will not be televised
The revolution will be brought to you by the Schaefer Award Theatre and
will not star Natalie Wood and Steve McQueen or Bullwinkle and Julia
The revolution will not give your mouth sex appeal
The revolution will not get rid of the nubs
The revolution will not make you look five pounds
Thinner, because The revolution will not be televised, Brother
There will be no pictures of you and Willie Mays
Pushing that shopping cart down the block on the dead run
Or trying to slide that color television into a stolen ambulance
NBC will not predict the winner at 8:32or the count from 29 districts
The revolution will not be televised
There will be no pictures of pigs shooting down
Brothers on the instant replay
There will be no pictures of young being
Run out of Harlem on a rail with a brand new process
There will be no slow motion or still life of
Roy Wilkens strolling through Watts in a red, black and
Green liberation jumpsuit that he had been saving
For just the right occasion
Green Acres, The Beverly Hillbillies, and
Hooterville Junction will no longer be so damned relevant
and Women will not care if Dick finally gets down with
Jane on Search for Tomorrow because Black people
will be in the street looking for a brighter day
The revolution will not be televised
There will be no highlights on the eleven o'clock News
and no pictures of hairy armed women Liberationists and
Jackie Onassis blowing her nose
The theme song will not be written by Jim Webb, Francis Scott Key
nor sung by Glen Campbell, Tom Jones, Johnny Cash
Englebert Humperdink, or the Rare Earth

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 The revolution will not be televised
The revolution will not be right back after a message
About a whitetornado, white lightning, or white people
You will not have to worry about a germ on your Bedroom
a tiger in your tank, or the giant in your toilet bowl
The revolution will not go better with Coke
The revolution will not fight the germs that cause bad breath
The revolution WILL put you in the driver's seat
The revolution will not be televised
WILL not be televised, WILL NOT BE TELEVISED
The revolution will be no re-run brothers
The revolution will be live 
 
Are These Cats Red 
 
Police Brutality Speech 
The Ballot or the Bullet 
 
Watts Riots Video 
 
Freedom Summer Brochure 
 
Birmingham Video 
Birmingham Photo 1 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
  
Photo 2 

 
 
 
ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 
 
Selma Photos 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
  

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
  
Freedom Summer Photos 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
  
 
 
Voting Rights Act 
Statement from Selma on LB​J 
 
Selma Video 
 
 
Extra Selma Photos 
More Selma Photos 
March on Washington Photos 
Birmingham Photos 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020